ABSTRACT
This qualitative research was conducted to find out the experiences of teachers and learners in using metacognitive reading strategies as bases for in-service training. The result showed that teachers’ view metacognitive reading strategies as: used to develop reading comprehension, tools to enhance learners’ active involvement in learning, and techniques in monitoring and problem solving. On the other hand, learners’ view metacognitive reading as: techniques to widen comprehension, for self- evaluation, reading, and memory enhancement. Teachers use metacognitive reading strategies by letting students read and answer comprehension questions, think aloud, and do active thinking; by giving pre-reading questions; and by asking prior knowledge. Learners use metacognitive reading by repetitious reading, asking help, note taking, summarizing, memorizing, and silent reading. Teachers’ experiences in using metacognitive reading strategies are to enhance reading comprehension and to help students become independent readers. Learners’ experiences in using metacognitive reading strategies are to deepen understanding and enhancing independent reading skills. As a result, an in-service training program is proposed.
INTRODUCTION
Reading is a difficult process because it involves a variety of reading strategies, including metacognitive reading strategies and cognitive reading techniques (such as goal-setting and planning, using past knowledge, forming questions and predictions, constructing a summary, monitoring, revising meaning, reflecting, and relating) that can be utilized to help with text comprehension that include problem-solving reading strategies, global reading strategies, and support reading strategies. Despite the fact that there are researches focusing on the obstacles and difficulties experienced by students, reading still appears difficult to most of them; and one of the causes can be connected to the reading instruction given to the students.
In terms of comprehension, metacognitive strategies are those activities that make learners aware of their thinking as they read. Metacognitive reading strategies are increasingly being recognized and utilized in the Philippines as a means to enhance students' reading comprehension and critical thinking skills. Educators in the Philippines are incorporating metacognitive reading strategies into their instructional practices to empower students to become more strategic and independent readers.
In the Philippine context, metacognitive reading strategies are often integrated into the teaching of both English and Filipino languages. Teachers are exploring various approaches to explicitly teach students how to monitor their understanding of texts, regulate their comprehension processes, and apply specific strategies to enhance their understanding of written materials.
Furthermore, the Department of Education in the Philippines has been emphasizing the importance of developing higher-order thinking skills, including metacognition, as part of the K-12 curriculum. This focus on metacognitive reading strategies aligns with the broader educational goals of promoting critical thinking, analytical skills, and deep comprehension among students. Additionally, there is a growing body of research and professional development initiatives in the Philippines that aim to support teachers in effectively integrating metacognitive reading strategies into their classroom instruction. These efforts are geared towards equipping educators with the knowledge and tools to scaffold students' development of metacognitive reading skills across different grade levels and subject areas.
Overall, the adoption of metacognitive reading strategies in the Philippines reflects a commitment to nurturing students' ability to think critically and engage with texts in a more intentional and strategic manner. This approach aligns with global trends in education that emphasize the importance of metacognition in fostering deep understanding and meaningful learning experiences for teachers and students.
Students need to employ metacognitive reading skills in all learning environments. For students to excel in their studies and occupations in the future, they must be able to read and comprehend a wide range of reading materials. So, English teachers play a vital role in employing metacognitive reading strategies in delivering the lessons. That is why the researcher, as an English teacher, is interested in ascertaining experiences of teachers and learners on the use of metacognitive reading strategies.
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