Amini, D., Anhari, M. H., & Ghasemzadeh, A. (2020). Modeling the Relationship between Metacognitive Strategy Awareness, Self-Regulation and Reading Proficiency of Iranian EFL Learners. Cogent Education, 7, Article ID: 1787018.
https://doi.org/10.1080/2331186X.2020.1787018

has been cited by the following article:

• TITLE: The Correlation between Metacognitive Strategies and IELTS Reading Achievement among Chinese Students

  AUTHORS: Minghui Fang, Md Baharuddin Bin Abdul Rahman

  KEYWORDS: Metacognitive Strategies, IELTS Reading Achievement, Chinese Students, Correlational Analysis, Language Learning

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.14 No.3, May 30, 2024

  ABSTRACT: This study investigates the correlation between metacognitive strategies and IELTS reading achievement among Chinese students. A sample of 242 Chinese learners preparing for the IELTS examination participated in the study. The metacognitive strategy was assessed using the Survey of Reading Strategies (SORS), and IELTS reading achievement was evaluated using Cambridge Practice Tests for IELTS. The research design employed correlational analysis, revealing a significant positive correlation between overall metacognitive strategies and IELTS reading achievement. Specifically, problem-solving strategies emerged as the most influential predictor of IELTS reading achievement. To reiterate, the findings of this study underscore the importance of incorporating problem-solving strategies into reading curricula to enhance students’ reading achievement, contributing to the existing literature of language learning by highlighting the significance of metacognitive strategies in enhancing IELTS reading achievement among Chinese students and offering valuable insights for educators and curriculum developers.