إستراتيجيات ما وراء المعرفة للقراءة في تعلم اللغة العربية للناطقين بغيرها : دراسة لدى الكبار

Abstract

This research aims to identify metacognitive strategies in reading among older Arabic learners. The research examines the motivation of these learners’ metacognitive strategies in reading Arabic short texts. Three male and three female of older learners from the Arabic Language Centre for Non-native Speakers in Kelantan were chosen as participants for the research using purposive sampling technique. The research data was collected through think aloud process and retrospective interviews. The think aloud process was analysed based on the Revising Metacognitive Reading Strategy Inventory (MARSI-R); namely global reading strategy, support reading strategy, and problem solving strategy. The findings revealed that most of the older learners relied on support reading strategies when reading the Arabic text, followed by global reading strategies and problem solving strategies. These learners incorporate their understanding of Islamic worldview in their metacognitive strategies which are closely related to their learning motivation.