Metacognitive awareness and reading comprehension in a pro-CLIL university setting

  • Silvia Inés Pereira Rojas Universidad Simón Bolívar
Keywords: metacognitive awareness, reading comprehension, content and language integrated learning (CLIL), foreign language teaching, bilingual degree, applied linguistics.


This study explores the situation of a group of Business Administration students  in a pro-CLIL context at Complutense University of Madrid. Two independent but complementary studies were conducted. Study 1 is a questionnaire on students’ perception of their use of metacognitive strategies when reading financial accounting texts in English. Study 2 explores students’ performance when completing a multidisciplinary reading and writing task. The data collected  through a questionnaire was contrasted with the results students obtained in a tailor-made task. Results show that to a certain extent there is a link among both studies with respect to student`s perceived use of reading strategies and their  actual performance regarding metacognitive awareness. Although participants could perfectly deal with the assessment from both perspectives: language and content, some weakness could be observed when the students had to manage critical reading skills such as justifying, deducing and inferring. These partial results could represent a contribution to those university contexts where official bilingual degrees are being implemented.

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Author Biography

Silvia Inés Pereira Rojas, Universidad Simón Bolívar

Associate Professor, Languages Department.



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How to Cite
Pereira Rojas, S. I. (2015). Metacognitive awareness and reading comprehension in a pro-CLIL university setting. Íkala, 21(1), 81-97.
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