The Relationship between Cognitive and Meta-cognitive Strategy use and EFL Reading Achievement

چکیده مقاله

The present study examined the relationships between the use of cognitive and meta-cognitive strategies on the one hand and EFL reading achievement on the other hand. Data were collected from 30 randomly selected EFL learners studying English Language and Literature at Kashan University, Iran. The participants included six male (20%) and 24 female (80 %) learners, who were further classified into highly successful (n=6), moderately successful (n=19), and unsuccessful (n=5). The collected data included reading comprehension achievement scores and responses to a 35- item five-point likert-scale cognitive and meta cognitive questionnaire. Transcripts of retrospective interviews with 4 highly successful and 4 unsuccessful test-takers were also used to further clarify the quantitative analyses. Results of the analyses indicated that the correlation between reading achievement and meta cognitive and it was significant at the 0.05 level.