A Case Study on the EFL Students’ Metacognitive Knowledge in Critical Reading Comprehension

Abstract

Reading can be regarded as an essential and cognitively-demanding skill in English that necessitates students’ cognitive ability in understanding a text. It includes an interactive cognitive process by which the readers can have direct interaction to texts and the author’s perspectives (Zhussupova & Kazbekova, 2016). Decoding process and cognitive resources as the two aspects of comprehension can facilitate the students in understanding the meaning of the texts and leading them to become proficient readers (Hamiddin & Saukah, 2020). However, if the students have a challenge to comprehend a text, they would potentially encounter decoding and cognitive barriers. Such a problem can be tackled by having sufficient metacognitive knowledge since it helps the students in supervising and regulating their cognitive process while reading.