Reading with a Mindful Approach: An Analysis of Iranian Students’ Performance in Reading Comprehension with a Focus on Metacognitive Monitoring

Articles in Press

Document Type : Original Article

Authors

1 Ph.D., Department of English Literature, Faculty of Humanities, University of Guilan, Guilan, Iran.

2 Associate Professor, Department of English Literature, Faculty of Humanities, University of Guilan, Guilan, Iran.

Abstract

Studies on reading comprehension indicate that employing metacognitive strategies significantly improves readers' comprehension. Focusing on the strategy of "comprehension monitoring," this study investigated the readers' ability to evaluate their comprehension. The aim was to compare MA students with strong and weak reading comprehension skills in their use of this strategy across the components of "answering questions", "error detection", and degree of confidence". This quasi-experimental study was conducted with the participation of 100 MA students from the University of Guilan. Initially, a placement test was administered to identify strong and weak groups. Then, the localized version of the Baker and Anderson (1982) Comprehension Monitoring Test was used. Data analysis revealed a significant difference between the two groups in question-answering and error detection; however, no significant difference was observed in the confidence level. Findings indicated that targeted instruction in metacognitive strategies can play an effective role in enhancing students' reading comprehension abilities.

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Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 15 July 2025

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History

  • Receive Date: 09 May 2025
  • Revise Date: 29 June 2025
  • Accept Date: 15 July 2025

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