The Use of Cognitive and Metacognitive Reading Strategies in Secondary School Contexts

This study explores to what extent cognitive and metacognitive reading strategies are employed by two different learner groups in secondary school contexts: general high school students and vocational high school students. Data were collected using a reading strategy questionnaire. Results showed that there was a similarity between the two learner groups: Memory strategies were the most preferred type, whereas planning strategies were the least frequently used one. Both groups also employed cognitive strategies more frequently than metacognitive strategies. A noticeable difference between the two groups was that the general high school group employed cognitive and metacognitive strategies more frequently than the vocational high school counterpart. Interestingly, the former group exhibited a statistically greater inclination to employ comprehending, memory, retrieval, planning, monitoring, and evaluating strategies than the latter group. Correlation analyses indicated a strong positive correlation between cognitive and metacognitive strategies. A similar trend was evident in the relationship between the six subtypes of reading strategies since comprehending, memory, retrieval, planning, monitoring, and evaluating strategy types were positively correlated with each other. On the basis of the results, pedagogical implications and helpful suggestions were provided to help L2 readers foster their strategic competence.