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