The Textual Comprehension Process in English as a Foreign Language (EFL): A Metacognitive Approach
DOI:
https://doi.org/10.21703/rexe2351Keywords:
Comprehension, Metacognition, Reading, Text, Knowledge of the world, Readers, Strategies, Cognition, Psicolinguistics, EnglishAbstract
This paper fits in the field of textual comprehension in English as a Foreign Language. The objective of this investigation is to examine the cognitive processes of university readers during textual comprehension. This metacognitive study specifically aims at the introspection and conscious report of readers about (a) the reading process, (b) reading strategies, and (c) their metacognitive experiences. The discourse analysis of university students through the phenomenological method emphasises the reader’s fundamental role as a meaning-builder in the textual comprehension process.
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The REXE Journal, “Journal of Studies and Experiences in Education,” published by the Faculty of Education at the Universidad Católica de la Santísima Concepción, is distributed under a License. Creative Commons Atribución 4.0 Internacional.
