EXAMINING THE UNIVERSITY STUDENTS’ PERCEPTIONS OF APPLYING METACOGNITIVE STRATEGIES FOR BOOSTING CRITICAL READING SKILLS IN PAKISTAN

Abstract

The ability to read critically is essential for academic success, particularly in higher education, where learners engage with complex texts. Metacognitive strategies, which involve planning, monitoring, and evaluating one’s cognitive processes, are widely recognized as effective tools for improving comprehension and critical engagement with texts. This study aims to examine university students’ perceptions of using metacognitive strategies to enhance their essential skills of reading within the Pakistani context. A descriptive survey design was employed to collect data from undergraduate students across selected universities. A structured questionnaire, based on established metacognitive reading frameworks, was administered to measure students’ awareness, perceived usefulness, and self-reported application of these strategies during reading tasks. Data were analyzed using descriptive and inferential statistics to identify trends and relationships among variables. Preliminary findings indicate that students acknowledge the importance of metacognitive strategies in developing critical reading abilities; however, their reported use of such strategies varies significantly. Factors such as academic discipline, prior training, and language proficiency appear to influence perceptions and application. The study highlights the need for integrating explicit metacognitive instruction into English language and reading courses at the tertiary level. By fostering greater awareness and systematic use of metacognitive strategies, educators can support learners in achieving deeper comprehension and critical analysis of texts. The findings have implications for curriculum design, teacher training, and policy development aimed at enhancing reading literacy among university students in Pakistan.

Keyword: Metacognitive Strategies; Critical Reading Skills; University Students; Descriptive Statistics