|
چکیده
|
Reading proficiency is a cornerstone of academic success, particularly for English as a Foreign Language (EFL) learners (Brown, 2001; Grabe, 2009). It not only facilitates the acquisition of knowledge but also enables learners to engage critically with texts, a skill crucial in a globalized world. However, achieving proficiency in reading poses a challenge for many EFL learners due to the complex interplay of cognitive, affective, and linguistic factors (Baker & Brown, 1984). Among these, metacognitive awareness—the ability to monitor and regulate one's cognitive processes during reading—has garnered significant attention for its potential to enhance reading comprehension. Metacognitive awareness is grounded in Flavell's (1979) theory of metacognition, which posits that learners who are aware of their cognitive processes can regulate their reading strategies more effectively, leading to improved comprehension. Research has shown that metacognitive strategies such as planning, monitoring, and evaluating play a pivotal role in enhancing reading performance (Anderson, 2002, 2012). Concurrently, personality traits, e.g., as conceptualized by the HEXACO model (Ashton & Lee, 2007), offer a comprehensive framework for understanding individual differences (Anderson, 1991; McCrae & Costa, 2003). The HEXACO model encompasses six dimensions—Honesty-Humility, Emotionality, Extraversion, Agreeableness, Conscientiousness, and Openness to Experience—each of which may influence learners' metacognitive awareness and their approach to reading tasks. For example, conscientious learners may exhibit greater planning and organization, while those high in openness may demonstrate curiosity and adaptability, traits beneficial for reading proficiency (Ashton & Lee, 2007).
While existing research underscores the importance of metacognitive awareness in reading comprehension, it often overlooks the role of personality traits as potential moderators or influencers in this relationship. In the
|