The Relation between Use of Meta-Cognitive Awareness in L2Reading and Motivation among Undergraduate Students

Proficient strategic reading, especially reading academic texts, needs some crucial factors such as motivation and meta-cognitive awareness. The aim of this study is to determine Iranian University students’ meta-cognitive awareness and the reading strategy most frequently used (Problem-solving, Support, and Global) besides their level of motivation and also the relation between types of motivation and category of reading strategy. To do so, sixty undergraduate students answered to the Meta-cognitive Awareness of Reading Strategy and Academic Motivation Scale questionnaires. Results indicated that the participants usually used academic reading strategies while reading particularly global, but the problem solving strategies were less frequently used in academic reading. There was low and negative correlation between A motivation and all three reading strategies, while there was medium and positive correlation between intrinsic motivation and all three items. On the other hand, there was low negative correlation between extrinsic motivation and problem-solving, while there was positive and small relation between extrinsic motivation, support and global strategies. Totally, there was a medium, positive correlation between total motivation and total reading strategy used. Moreover, there wasn’t any statistically significant difference between males and females in using different categories of reading strategy.