Exploring the role of language proficiency, gender, track specialization, and IELTS scores in Saudi EFL learners’ metacognitive reading strategies
This study examines how English language proficiency, track specialization, gender, and IELTS achievement levels contribute to metacognitive awareness of reading strategies among first-year university EFL learners. While previous studies have explored some of these variables individually, a comprehe...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2497144 |
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