On Metacognitive Strategy Use In EFL Reading Comprehension Test Performance

Reading has been acknowledged as the most effective way to learn English as a foreign language (EFL), and of supreme importance to EFL learners. Reading comprehension ability becomes one keen aspect to value language ability. As one component of the model of language ability, along with language knowledge, metacognitive strategies emerge actively in language tests and non-test language use.This thesis focuses on the role of metacognitive strategies in EFL reading comprehension test performance, briefly viewing it from a reading comprehension test (RCT) and a metacognitive strategy questionnaire (MSQ), which are conducted by an experimental study synchronously. In order to survey the awareness and familiarity of EFL tertiary learner on utilizing metacognitive strategies in reading comprehension, thus a real-name questionnaire is carried out following the test. By clustering testees into four levels according to their answers to the questionnaire about how they utilize metacognitive strategies, the tester analyzes testees' scores of the RCT and tries to find whether there exists interactive relationship between metacognitive strategy use and test performance. After comparing testees' three-band of language proficiency labeled by their scores of Graduate Admission Test of English with their metacognitive strategy level, the tester finds that metacognitive strategy does not closely correlate with language proficiency.