International Journal of Language & Linguistics

ISSN 2374-8850 (Print), 2374-8869 (Online)

Assessing EFL Learners’ Awareness of Their Cognitive Engagement in Their English Reading Classes at the University of Hail-KSA
Lina Abedelqader Mohmmad Salameh

The learner cognitive engagement is widely recognized as an important influence on achievement and learning in higher education. An awareness of the relationship between engagement and comprehension is a means of understanding why students are not excelling within the domain of reading. Accordingly, the current study aimed at assessing EFL learners’ awareness of their cognitive engagement in English reading classes while reading academic materials. Three values were investigated: a) Incorporating prior knowledge, b) Interest in English reading classes, and c) the use of cognitive and met cognitive strategies. They were assessed by 41-item developed questionnaire scored on a five- Likert scale. Participants were 85 undergraduate students studying English as a foreign language at the University of Hail in KSA (Kingdom of Saudi Arabia). They were classified in three sub-groups (Excellent, Fair, Poor).One way analysis of variance and Scheffe's Post Hoc Tests for Multiple Comparisons were used. The results indicated variance among the three groups on the three variables (values), and thus variance in their awareness. The findings obtained can be used for enhancing assessment, planning instruction, or conducting classroom or clinical research.

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