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Learners draw on previous schemata and apply strategies consciously to solve tasks effectively. This study examines the most frequently used metacognitive strategies among Iranian ESP students using a MARSI 30-item questionnaire, reporting the relative prominence of problem solving, support, and global reading strategies.",{"@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/the-most-frequent-metacognitive-strategies-used-in-reading-comprehension-among-esp-learners/589586/",{"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/the-most-frequent-metacognitive-strategies-used-in-reading-comprehension-among-esp-learners/589586.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","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 is the focus of this study on ESP learners?","Question",{"text":112,"@type":113},"The study identifies the most frequent metacognitive strategies used by Iranian ESP students in reading comprehension, based on their questionnaire results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the students’ strategies measured?",{"text":117,"@type":113},"Fifty-six students completed a 30-item MARSI questionnaire, which groups strategies into problem solving (PROB), global reading (GLOB), and support (SUP) categories.",{"name":119,"@type":110,"acceptedAnswer":120},"Which metacognitive strategy categories were perceived as most frequent?",{"text":121,"@type":113},"Students reported the highest perceived use of PROB strategies (up to 58.93%), followed by SUP strategies (up to 32.14%) and GLOB strategies (up to 30.37%).","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},589586,1792188502,{"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":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 6 No. 1; February 2015  \nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nThe Most Frequent Metacognitive Strategies Used in Reading Comprehension among ESP Learners  \nHooshang Khoshsima  \nFaculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran  \n[E-mail: Khoshsima2002@yahoo.com](E-mail: Khoshsima2002@yahoo.com)  \nElham Amiri Samani (Corresponding author)  \nFaculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran  \nE-mail: [amirisamanielham@gmail.com](amirisamanielham@gmail.com)  \nDoi:10.7575/aiac.alls.v.6n. 1p. 180  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.1p.180](http://dx.doi.org/10.7575/aiac.alls.v.6n.1p.180)  \nReceived: 30/09/2014  \nAccepted: 15/ 12/2014  \nAbstract  \nReading strategies are plans for solving problems encountered during reading while learners are deeply engage with the text. So, comprehension is not a simple decoding of symbols, but a complex multidimensional process in which the leaner draws on previous schemata applying strategies consciously. In fact, metacognitive strategies are accessible versatile vehicles if the readers are aware and cognizant of their applications. This paper studied the most frequent used strategies by Iranian ESP students. Fifty six students completed 30-item questionnaire of MARSI (2002) . It included three strategy categories: Problem Solving strategies (PROB), Global Reading strategies (GLOB), and Support strategies (SUP) . Results indicated that students at the highest level perceived PROB strategies up to 58.93%, SUP strategies up to 32. 14%, and GLOB strategies up to 30.37% . Ranking the individual strategies represented that the highest used strategies are strategy 8 (overall mean= 3.51), strategy 20 (overall mean=3.52) and strategy 11 (overall mean=3.77) .  \nKeywords: ESP, Metacognitive strategies, Problem Solving strategies, Global Reading strategies, Support strategies  \n1. Introduction  \nReading is the bases of literacy, and absorbing meaning is the final goal of it. Hoover and Gough (1990) defines reading as the \"product of decoding and comprehension\" (Flynn & Stainthorp, 2006, p. 42) . Reading development does not happen in one stage; reader shows weaknesses at the early stages and makes use of strategies to compensate for his/her shortcomings and to make the best use of his /her knowledge. Maybe, strategies are abstract part of the reading and become visible only in practice. How to know that we know them? How to know how much of our knowledge of themis in common with others? Nunan (2006) states strategies are \"mental\" and \"communicative procedures\" employed by the learners to learn and use language appropriately. Decadesago and Dolores Durkin (1978-1979) in McLaughlin (20 10) define reading as \"comprehension\" and teaching should focus on the strategies reader applies to make sense of the text. Competence is different from comprehension. Competence as \"non-observable ability\" is a kind of knowledge while comprehension is a kind of performance, a \"willful act\" (Brown, 2006, pp.35-39) . So, Reading is not just verbalizing the printed words. Clustering the words is purposeful and reading is to decode the meaning potential of the text.  \nReading is a part of language learning and language a social matter, so language and culture are densely interwoven. Besides, culture is a multi-dimensional and complex concept, it includes the \"professional, personal, national and organizational cultures; language reflects the culture and culture can shape language\" (Dudley-Evans & John, 1998, p. 66) . Culture-bounded strategies which are suitable to the target genre could be informative in the processes of syllabus designing, material writing, methodology application, and explicit strategy training. Mahdavi (2012) in his study on strategy training concluded metacognitive strategy training will have positive effect on the E","cbCaigXsyCsLJhlS","https://ap.wps.com/l/cbCaigXsyCsLJhlS","pdf",190511,"English","# Abstract\n# Introduction\n# Research Questions\n# Literature Review","[{\"question\":\"What is the focus of this study on ESP learners?\",\"answer\":\"The study identifies the most frequent metacognitive strategies used by Iranian ESP students in reading comprehension, based on their questionnaire results.\"},{\"question\":\"How were the students’ strategies measured?\",\"answer\":\"Fifty-six students completed a 30-item MARSI questionnaire, which groups strategies into problem solving (PROB), global reading (GLOB), and support (SUP) categories.\"},{\"question\":\"Which metacognitive strategy categories were perceived as most frequent?\",\"answer\":\"Students reported the highest perceived use of PROB strategies (up to 58.93%), followed by SUP strategies (up to 32.14%) and GLOB strategies (up to 30.37%).\"}]","The Most Frequent Metacognitive Strategies Used in Reading Comprehension among ESP Learners | PDF",1792067687,23]