Validation of a Chinese Version of Metacognitive Awareness of Reading Strategies Inventory
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Lin WU, Martin VALCKE and Hilde van KEERDepartment of Educational Studies, Ghent University. Abstract Problem Statement: Students’ metacognition can play a critical role in their reading learning, and their metacognitive awareness of reading strategies has attracted the interest of both educational researchers and teachers. However, there is not an existing questionnaire for the research of […]