Metacognitive Strategies Impact in Reading Technopreneurial Text - Narratives of a Technical University

The research aims to look into the presence of metacognitive strategies during academic reading and the knowledge processing skills that technical students utilize when interpreting the content information. The participants were undergraduates of a Malaysian technical university from a number of engineering courses. The students were audio recorded during a think aloud session as they read two chapters of a university textbook fully written in English for a technopreneurship course. The results showed that the students can consciously express the metacognitive strategies that they use to understand the information in the textbook., while some were less obvious. The difference and strength of English proficiency was not profound in providing responses but were more influenced by active engagement of background knowledge and life experiences. This study provides constructive insights and implications on a number of perspectives towards authors” message and content as they are key stimuli for students” discussion and reasoning during reading.