The document discusses a study that aims to explore the metacognitive strategies used by 7th grade English as a Second Language (ESL) students while reading for comprehension. The main research question asks how aware ESL learners are of the metacognitive strategies they use. Secondary questions examine which strategies are most and least used and how explicit strategy instruction can enhance awareness. The methodology will use triangulation including observation, surveys, and the Survey of Reading Strategies. The significance is to assess students' strategy use, provide a repertoire of strategies, and make recommendations to teachers.

1. ESL Students’ Awareness of Metacognitive Strategies Used for Reading Comprehension

9. Participants Mixed Groups SE and Regular Students Students of a School in Las Marias 7 th Grade Students