THE ROLE OF METACOGNITIVE MONITORING IN READING COMPREHENSION AMONG PAKISTANI ESL LEARNERS

Abstract

Metacognition plays an important role in the development of effective reading skills, particularly for learners studying a second language. This study explores the role of metacognitive monitoring in reading comprehension among Pakistani learners of English as a Second Language (ESL). Metacognitive monitoring refers to learners’ ability to evaluate, regulate, and reflect on their understanding while reading a text. The purpose of this research is to examine how Pakistani ESL learners use metacognitive monitoring strategies during reading and how these strategies influence their comprehension of English texts. The study employs a quantitative research approach and collects data from ESL learners through questionnaires and reading comprehension tasks. The findings aim to identify the extent to which learners are aware of their reading processes and how they apply strategies such as self-questioning, checking understanding, and adjusting reading speed. It is expected that learners who actively monitor their comprehension demonstrate better reading performance compared to those who use fewer metacognitive strategies. This research contributes to the field of second language learning by highlighting the importance of metacognitive awareness in improving reading comprehension. The results may provide useful insights for English language teachers in Pakistan to incorporate metacognitive strategy instruction in ESL classrooms. Enhancing students’ metacognitive monitoring skills can support more effective and independent reading practices, ultimately improving their overall language proficiency.