Metacognitive Knowledge: The Effect of Strategy Evaluation Matrix on University Students’ Reading Comprehension Performance

Abstract

Understanding written texts is problematic for many university students studying English as a Foreign Language. It is not just about having an extensive vocabulary; students also need tools and strategies to comprehend expository texts. One such tool is the Strategy Evaluation Matrix (SEM), which integrates cognitive strategies and metacognitive knowledge. Research has shown that SEM significantly enhances students' reading comprehension performance. By utilizing SEM, students can improve their understanding of written texts. This study aims to investigate the impact of SEM on students’ reading comprehension performance. To achieve this, a post-test-only nonequivalent control group design was used. Two intact groups from the first semester at the Faculty of Languages, Letters, and Arts, Kenitra, Morocco (FLLAK) were selected. The sample consisted of 66 students in both the control and the experimental groups, using a convenient sampling technique. Data for this study were collected using a TOEFL iBT reading comprehension practice test (i.e. the post-test). Results were analyzed using SPSS version 29 and indicated a significant difference between the experimental and the control groups. Students who were instructed to use SEM while reading and answering comprehension questions scored higher compared to those who did not use it. Therefore, employing SEM in reading comprehension indicates that our educational system should consider integrating psychological tools and theories in the teaching and learning of English as a Foreign Language, specifically in the domain of reading comprehension.