Students' perceived use of metacognitive strategies in reading shifting multimodal text modes

The current paper explores the profile of metacognitive strategies of high achieving students when reading visual, audio, and linguistic text modes in a public senior high school in Indonesia based on a case study design. The data are gathered from 68 EFL students using reading comprehension tests, MARSI questionnaire (Mokhtari & Reichard 2002), and retrospective think-aloud session. The questionnaires are analyzed inferentially and descriptively. The verbal data are analyzed based on the constructivist theoretical perspective of students' perceptions, beliefs, and experiences (Koro-Ljungberg et al. 2013). Findings show the absence of low awareness of global, problem solving, and support reading strategies and significant metacognitive reading strategies difference among three different modes shifted. The purposes of the strategies employed are fully discussed. The research concludes the learning styles and the text authenticity are impactful to the metacognitive strategies awareness. The finding warrants the need for text authenticity to stimulate students' metacognitive awareness.