Aprimorando a compreensão da leitura: examinando as crenças dos professores de ile sauditas e a implementação de estratégias metacógicas

Abdulaziz Althewini

doi:10.22633/rpge.v29iesp1.20473

Authors

Abdulaziz Althewini Universidade Rei Saud bin Abdulaziz https://orcid.org/0000-0002-5854-8090

DOI:

https://doi.org/10.22633/rpge.v29iesp1.20473

Keywords:

Metacognitive reading strategies, EFL instruction, Teacher beliefs, Reading comprehension, Professional development

Abstract

This study examines Saudi EFL teachers’ beliefs and practices regarding metacognitive reading strategies and their perceived effects on students’ reading comprehension. Using a quantitative, survey-based approach, data were collected from teachers across various institutions to assess their theoretical knowledge, classroom application, and barriers to implementation. Results show that while teachers demonstrate strong theoretical awareness, practical application is limited due to institutional constraints, lack of professional training, and rigid curricula. Teachers highlighted the need for targeted professional development and more flexible curricula to integrate metacognitive strategies effectively. Addressing these gaps through structured training and curriculum reform could improve students’ reading proficiency, critical thinking, and academic outcomes, aligning Saudi education with international standards.

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Author Biography

Abdulaziz Althewini, Universidade Rei Saud bin Abdulaziz

Universidade Rei Saud bin Abdulaziz para Ciências da Saúde, Centro Internacional de Pesquisa Médica Rei Abdullah e Ministério da Guarda Nacional – Assuntos de Saúde, Arábia Saudita. Professor Associado.

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