TRANSFORMING READING INSTRUCTION
SAUDI TEACHERS’ ADOPTION OF METACOGNITIVE STRATEGIES
DOI:
https://doi.org/10.18316/rcd.v17i45.12355Keywords:
English as a Foreign Language, reading instruction, professional development, teachers’ beliefAbstract
This study explores Saudi EFL teachers’ preferences for the metacognitive strategy approach in reading instruction and identifies factors influencing its adoption. A survey was conducted among 78 Saudi EFL teachers to assess their preferences for the metacognitive strategy approach and the challenges associated with its implementation. The findings revealed a strong preference for the metacognitive strategy approach, with 81.7% of teachers favoring its use due to its effectiveness in enhancing reading comprehension and fostering independent learning. However, several challenges, including limited training, rigid curricula, and cultural barriers, were identified as significant obstacles to its adoption. The study underscores the importance of targeted professional development programs and curriculum reforms to facilitate the integration of metacognitive strategies into reading instruction. It also recommends further research on the long-term impact and classroom application of these strategies.
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