Abstract
In this study, we explored the use of reading metacognitive strategies of 133 college students, comparing the self-reported use of L1 and L2 English students. Results indicate that while both groups report using strategies often when reading academic texts and having similar preferences in types of reading strategy, L2 readers use strategies more frequently than their native-speaking peers, particularly for support strategies.
Recommended Citation
Bentahar, Adil and Biler, Alisha
(2025)
"Reading Strategically: Comparing the Use of Metacognitive Strategies in L1 University and L2 IEP Students,"
EnglishUSA Journal: Vol. 11, Article 6.
Available at:
https://surface.syr.edu/englishusa_journal/vol11/iss1/6
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