الوعي ما وراء المعرفي باستراتيجيات القراءة لدى متعلمي اللغة العربية الناطقين بغيرها
The present study aims to reveal the degree of metacognitive awareness of reading strategies by non-Arabic speaking learners. Data from a random sample of (81) non-Arabic speaking male and female learners majoring in Arabic Language and Literature at Yarmouk University was collected. To achieve the objectives of the study, a descriptive analytical approach was applied. The scale of Awareness of Reading Strategies Inventory (MARSI) was used. The scale consisted of (15) items distributed to three areas: Global Reading Strategies (GRS), Problem Solving Strategies (PSS), and Supportive Reading Strategies (SRS). The outcomes of the study revealed that the degree of metacognitive awareness of reading strategies of non-Arabic speaking learners is moderate in all items on the scale. The study recommends the importance for teachers of Arabic of non-native speakers to develop learners' awareness of the importance of these strategies and use them in language learning. (Published abstract)