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This small-scale qualitative content analysis investigates students’ perceptions of metacognitive strategy in academic reading. The study uses a 10-item online Likert-scale questionnaire distributed to 18 English Education graduate students (batch 2019) at Sanata Dharma University, and adds 5 open-ended written narrative inquiry questions answered by 3 randomly selected interviewees. Two themes emerge: improved reading behaviors and more fruitful academic reading outcomes through internalized metacognitive strategy at the start of reading dynamics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-education-master-students-perceptions-on-metacognitive-strategy-in-academic-reading/589135/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-education-master-students-perceptions-on-metacognitive-strategy-in-academic-reading/589135.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research focus examines metacognitive strategy in academic reading?","Question",{"text":112,"@type":113},"The study investigates English Education master students’ perceptions of metacognitive strategy in academic reading, using qualitative content analysis to analyze gathered data.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected in the study?",{"text":117,"@type":113},"Data were collected using a 10-item online Likert-scale questionnaire for 18 graduate students, plus 5 open-ended written narrative inquiry questions answered by 3 randomly selected interviewees.",{"name":119,"@type":110,"acceptedAnswer":120},"What major findings are reported about metacognitive strategy?",{"text":121,"@type":113},"Two themes are revealed: metacognitive strategy promotes more positive academic reading behaviors, and it helps graduate program EFL learners achieve more fruitful academic reading outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589135,1792166579,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","English Education Master Students’ Perceptions on Metacognitive Strategy  \nin Academic Reading  \nKristian Florensio Wijaya  \n[kristianwijaya500@gmail.com](kristianwijaya500@gmail.com)  \nCita Hati International School, Indonesia  \nDOI: 10.35974/acuity.v7i2.2696  \nAbstract  \nMetacognitive strategy can bring varied fruitful influential impacts toward academic reading enterprises endured by graduate program university EFL learners. In this small-scale qualitative study, the researcher aimed to profoundly investigate English Education Graduate program Students’ perceptions on metacognitive strategy in academic reading. To achieve this research objectivity, this study employed a qualitative content analysis method to obtain more specific portrayals out of the gathered data. 10 online Likert-scale questionnaire items were distributed to 18 English Education Graduate program Students, batch 2019, at Sanata Dharma University, Yogyakarta. After obtaining the data, the researcher also planned to make use of 5 open-ended written narrative inquiry questions to be responded to by 3 randomly selected interviewees derived from similar research samplings. Two major-specific themes were revealed namely: (1) Metacognitive strategy has successfully promoted more positive academic reading behaviors and (2) Metacognitive strategy allowed graduate program university EFL learners to achieve more fruitful academic reading outcomes. The main conclusion of these aforementioned findings is the internalization of metacognitive strategy atthe beginning of academic reading dynamics is indispensably crucial in which graduate program university EFL learners can potentially transform into more mature, strategic, critical, and proficient L2 academic readers.  \nKeywords: Metacognitive strategy, academic reading, students’perceptions INTRODUCTION  \nReading is one of the essential 21st-century learning skills requiring learners to profoundly analyse and interpret the texts by utilizing analytical thinking to proceed with myriad information. Floris and Divina (2015) stated that to be successful readers, learners are demanded to foster their analytical thinking skills constantly to obtain more fruitful reading learning rewards. In nowadays EFL teaching-learning context, it is also crucially indispensable to introduce learners toward a wide variety of L2 texts to enable them to thoroughly gain the target language learning outcomes and foster their reading skills into the utmost levels. Despite the availability of second language texts, majority of EFL learners still encounter serious obstacles while engaging in reading activities like struggling to get the main ideas, not being familiar with novel words, and not comprehensively understanding the whole contents forming in their texts. Ahmadi et al., (2013) indicate that most EFL learners continuously undergo various reading learning challenges like not comprehending the specific major ideas, lacking vocabulary, and failing to obtain important information. More complex reading learning issues also go similarly with graduate program university EFL learners. In academic reading, graduate program university EFL learners are required to read a vast range of academic texts to  \nbroaden their specific understanding of the subject-specific skills. Nazhari et al.,(2016) pinpoint that with the presence of academic reading learning enterprises, graduate program university EFL learners have wider opportunities to widen their perspective toward the particular topics they are going to discuss in the classroom contexts. However, this process is not easy at all since graduate program university EFL learners have to possess adequate background knowledge in reading their targeted academic texts unless they will not be able to accurately seize the major paramount information. Dodick et al.,(2017) strongly theorize that with the support of background knowledge, EFL learners will have plenty of chances to precisely interpret varied inform","cbCaijXLanTwMVEw","https://ap.wps.com/l/cbCaijXLanTwMVEw","pdf",251379,11,"English","# Abstract\n# Introduction\n## Reading challenges in EFL academic contexts\n## Metacognitive strategy as a teaching-learning approach","[{\"question\":\"What research focus examines metacognitive strategy in academic reading?\",\"answer\":\"The study investigates English Education master students’ perceptions of metacognitive strategy in academic reading, using qualitative content analysis to analyze gathered data.\"},{\"question\":\"How was data collected in the study?\",\"answer\":\"Data were collected using a 10-item online Likert-scale questionnaire for 18 graduate students, plus 5 open-ended written narrative inquiry questions answered by 3 randomly selected interviewees.\"},{\"question\":\"What major findings are reported about metacognitive strategy?\",\"answer\":\"Two themes are revealed: metacognitive strategy promotes more positive academic reading behaviors, and it helps graduate program EFL learners achieve more fruitful academic reading outcomes.\"}]","English Education Master Students’ Perceptions on Metacognitive Strategy in Academic Reading | PDF",1792066619,28]