Metacognitive Awareness of Reading Strategies of Non-Arabic Speaking Learners and Its Relation of Their Self-Efficacy

Abstract

The present study aimed to reveal the metacognitive awareness of reading strategies of non-Arabic speaking learners and its relation of their self-efficacy in learning the skill of reading. A random sample of (81) non-Arabic speaking males and female's learners at the major of Arabic Language and Literature at Yarmouk University-Jordan was chosen. To achieve the aims of the study, the researcher used the scale of Awareness of Reading Strategies Inventory (MARSI) which was developed by Mokhtari et al (2018). The scale consisted of (15) items distributed to three areas: Global Reading Strategies (GRS), Problem Solving Strategies (PSS), and Supportive Reading Strategies (SRS). The researcher also used the of Self-efficacy which was developed by Demirel and Epçaçan (2011) which consisted of (27) items. The validity and reliability of the tools have been validated. According to the statistical analyses of the research, the outcomes of the study revealed that the degree of Metacognitive Awareness of Reading Strategies of non-Arabic speaking learners is high on all items in the scale; The problem-solving strategies ranked first with a high evaluation score, followed by the Supportive Reading Strategies with a high evaluation score, then the global reading strategies with a moderate evaluation score, The outcomes revealed that the level of appreciation of non-Arabic speaking learners for their self-efficacy in learning the skill of reading was moderate. The outcomes also showed a statistically significant positive correlation between the Metacognitive awareness of reading strategies of non-Arabic speaking learners and self-efficacy in learning the skill of reading. In light of the outcomes of the study, the researcher presents a number of recommendations.

Keywords: Reading skills, Metacognitive Awareness of Reading Strategies, Self-Efficacy, Non-Arabic Speakers.