Gender Differences in Using Metacognitive Strategies: A Study on Bangladeshi EFL Readers Firoz Ahmed & Naqibun Nabi

Gender Differences in Using Metacognitive Strategies: A Study on Bangladeshi EFL Readers Firoz Ahmed Assistant Professor, Department of English Comilla University E-mail: firozahmed093@gmail.com & Naqibun Nabi Assistant Professor, Department of English Comilla University Abstract This study looked at how male and female Bangladeshi undergraduate EFL readers employed metacognitive strategies while reading academic texts. Moreover, the most prevalent and least prevalent reading metacognitive strategies were examined in this study. This empirical study used the self-reported SORS (Survey of Reading Strategies) questionnaire developed by Mokhtari and Sheorey in 2002 to gather the primary data. From 119 participants of English major 2nd-year students at two Bangladeshi southeastern universities, 100 participants’ data (M-50, F-50; Age mean-20.5) were randomly chosen. Based on collected data, an independent t- test was performed to find out the male and female variations in using metacognitive strategies. The findings indicated that there were gender disparities in the use of metacognitive strategies (specifically in global and support strategies) while reading academic texts. Keywords: metacognitive strategies, EFL readers, SORS, undergraduate