Relationship between Metacognitive Learning Strategies and Reading Comprehension among Graduate-Level ESL Learners in Pakistan

https://doi.org/10.5281/zenodo.17576947

Abstract

This study investigates the relationship between metacognitive learning strategies and reading comprehension among graduate-level English as a Second Language (ESL) learners in Pakistan. A quantitative correlational design was used to examine how metacognitive strategies such as planning, monitoring, and evaluating affect learners’ comprehension outcomes. Data were collected through a structured questionnaire from 150 graduate ESL learners across Pakistani universities. Pearson’s correlation and regression analyses revealed a significant positive relationship between metacognitive learning strategies and reading comprehension (r = 0.654, p < 0.001). Regression results (R² = 0.628, F = 12.912, p < 0.001) indicated that approximately 63% of the variance in reading comprehension was explained by metacognitive strategies. The findings demonstrate that learners who employ self-regulated and reflective approaches to reading achieve higher comprehension levels. The study recommends the integration of metacognitive strategy training into ESL curricula to enhance reading performance.