The 21st Century English Language Reading Classroom in Montenegro: the Influence of Metacognitive Strategies on University Students’ Attitudes Regarding the Process of Reading in English

Abstract

In this paper the authors discuss the effect of the use of metacognitive strategies on students' attitudes about the process of reading in English as their foreign language. A survey was conducted among university students in order to establish their attitudes about their involvement in the reading process when they apply metacognitive strategies. The results of comparing the students' knowledge with the level of their reading comprehension imply that students who apply metacognitive strategies in reading have a much more positive attitude towards the process of reading in English.