METACOGNITIVE READING INTERVENTIONS TO IMPROVE READING COMPREHENSION AMONG ESL LEARNERS: A SYSTEMATIC REVIEW (2018-2025)

Abstract

Reading comprehension is a foundational skill in academic success, specifically in the context of English as a second Language (ESL) learning. Over the decades, research has increasingly focused on addressing metacognitive reading strategies for improving reading comprehension. Therefore, this systematic review unified past studies on metacognitive reading interventions to improve reading comprehension among ESL learners. Drawing on peer-reviewed studies from 2018 to 2025, this review was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines. A total of 27 past studies relating to metacognitive reading interventions were identified through a keyword search across different databases, including Scopus, SpringerLink, Sage, and Education Resource and Information Centre. Moreover, the interventions in the previous studies examined the use of problem-solving reading strategy, support reading strategy, and global reading strategy during comprehension processes. The synthesis of the results found a frequent use of the Metacognitive Strategy Awareness Inventory, and the problem-solving reading strategy emerged as the most favoured reading strategy in diverse ESL contexts. The overall results indicated that explicit interventions on implementing metacognitive reading strategies led to improvements in reading comprehension, learner autonomy, and engagement. In addition, this systematic review suggested pedagogical implications for teachers and curriculum developers. However, this study also found limitations such as variability in research designs, educational contexts, students' demographics, research instruments, databases, and adoption of longitudinal designs, which limited the generalization of the findings. Further, it is recommended that future research should emphasize using more robust methodologies and define the intervention period to ensure reliability and clarity on treatment success.