THE IMPACT OF METACOGNITIVE STRATEGIES ON READING COMPREHENSION IN FRENCH LANGUAGE LEARNERS

Abstract

This study examines the impact of metacognitive strategies on reading comprehension among beginner-level learners of French as a Foreign Language (FLE). Metacognitive strategies, including planning, monitoring, and evaluating, enable learners to regulate their cognitive processes and enhance understanding of complex texts. Through a mixed-methods approach, this research investigates how explicit instruction in these strategies influences learners’ ability to comprehend and analyze authentic French reading materials. The findings reveal a significant improvement in reading comprehension scores and increased learner awareness of effective reading techniques. This study underscores the pedagogical importance of integrating metacognitive strategy training into FLE curricula to foster autonomous and proficient language learners.