Developing reading skills through the use of different metacognitive strategies leads to the development of reading comprehension, which brings us to the ultimate aim of this paper, which is to reveal the importance of a metacognitive strategic approach in developing reading skills which may, in turn, positively influence reading comprehension. The research question was aimed at finding out whether the metacognitive strategy input realised within the Textual Analysis course yielded better results in the reading proficiency of those groups which had metacognitive strategy-based input. The analysis of the research questions was based on the corpus collected by way of a students’ reading comprehension test, the students’ writing of journals, their assessment by rubrics and a metacognitive strategy questionnaire. 40 university students of English as a foreign language belonging to the C2 reference level, were classified into experimental and control groups, according to the reading comprehension pre-test results. The results show that reading comprehension was significantly improved in the experimental groups as a direct result of the use of a metacognitive strategic approach in teaching reading skills.
Marija Mijušković, MA is Teaching Assistant at the Department of English Language and Literature, Faculty of Philology, University of Montenegro and a PhD candidate at the Department of English Language and Literature, University of Montenegro, Montenegro.
Saša Simović, PhD is Teaching Assistant at the Department of English Language and Literature, Faculty of Philology, University of Montenegro, Montenegro.