Factors Influencing Metacognitive Regulation For English Reading Comprehension At University Level In Karachi, Pakistan

Abstract

In this study, undergraduate students in the Department of Education at a prestigious university in Karachi, Pakistan, were asked to consider the influences on their metacognitive skills in English reading comprehension. The study used a mixed-methods approach that combined the gathering and analysis of data that was both qualitative and quantitative. A purposive sample of fifty-two undergraduate students was given a self-administered survey with a fivepoint Likert scale, and five respondents were chosen for in-depth interviews. Statistical methods for quantitative data analysis and content analysis for qualitative data were both used to examine the data gathered from the questionnaire and the interviews. According to the results, language competency, group learning, context and environment, motivation, text type, and feedback and evaluation were all found to have an impact on learners' ability to engage in metacognitive processes in English reading comprehension. According to the findings, pupils used metacognitive techniques to a great degree. By focusing on these important elements, the study provides useful insights for teachers and students to improve reading comprehension skills. Future studies can examine how these variables interact and how they affect metacognition in English reading comprehension. The research advances the understanding of practical methods for raising English reading comprehension in a classroom setting