Paper Title
Metacognitive Reading Strategy use among Moroccan EFL University Students

Recognizing that textual understanding requires a considerable amount of mental effort, it is evident that recourse to metacognitive reading strategies can be of significant assistance. In essence, the usage of these strategies while being involved in text reading enables readers to achieve an efficacy-based comprehension. However, it can be observed that many Moroccan EFL university learners’ strategic behavior in text processing is typically characterized by their reduced dependency on metacognitive strategies. This may hinder learner readers’ attempts at reaching an adequate comprehension. Thus, this study attempts to probe into the most frequently implemented metacognitive text-processing strategies among Moroccan EFL university learners. The data were elicited through a ‘retrospective questionnaire’ that was administered to a sampled first-semester university learners (n= 63) after assigning them two reading comprehension tests (i.e., narrative, expository). The findings revealed that the participants did not sufficiently use metacognitive strategies during the act of textual reading. Index Terms- Monitoring, Metacognitive Strategies, Reading Strategies, Text Analysis.