ISSN: 2360-7831

 International Journal of English Literature and Culture
 

International Journal of English Literature and Culture

Vol. 7(5), pp. 130-145, August, 2019

 ISSN: 2360-7831

DOI: 10.14662/IJELC2019.102

Review paper

This paper explores whether syntactic awareness or metacognitive awareness reading strategies is strong predictors of reading comprehension. It also addresses the relationship among syntactic awareness, metacognitive awareness reading strategies and reading comprehension achievement. To attain this objective, descriptive research using a correlational research design was employed. 30 participants were selected from a population of 50 2^nd year English majoring students using simple random sampling. The participants were asked to respond to a MARSQ developed by Taraban, Kerr and Ryneason (2004) and researcher-made tests of syntactic awareness and reading comprehension. Pearson product moment correlation and stepwise multiple regression analysis were used in data analysis. The results of the correlation analysis showed that among the variables namely, EFL learners' syntactic awareness and metacognitive awareness reading strategies, high correlation holds for the relationship between syntactic awareness and reading comprehension, but there were no significant correlation with metacognitive awareness reading strategies. The stepwise multiple regression analysis results also revealed that EFL students' syntactic awareness plays a significant role in predicting their reading comprehension achievement compared to metacognitive awareness reading strategies. Finally, some useful implications and recommendations which are of significance to educators, teachers and researchers are proposed based on the research findings. Accordingly, the result contends that instructions on developing reading comprehension should put syntactic awareness competencies in priority and then focus on activation of background knowledge and use of reading strategies for the success of reading comprehension.

Keywords; syntactic awareness, metacognitive awareness, reading comprehension achievement

Cite This Article As: Endalemaw A (2019). The Role of Syntactic Awareness and Metacognitive Awareness Reading Strategies in Reading Comprehension of EFL Learners (DMU English Majoring Students in Focus). Inter.  J. Eng. Lit. Cult. 7(5): 130-145