Uso de estrategias metacognitivas de estudiantes de inglés en curso pre-universitario

the aim of this study was to assess the use of metacognitive strategies by students in the university initiation cycle (uic) at the universidad simon bolivar. the subjects, 104 students of english in the uic during the april-july term, 2006, completed the cuestionario de estrategias de lectura en inglés - celi (ramírez and pereira, 2006) which is an adaptation in spanish of the survey of reading strategies-sors (mokhtari and sheorey, 2002), designed to determine the use of metacognitive strategies when reading scholastic and academic texts in english. the results, analyzed on the basis of socio-demographic and academic variables, show that the strategies most used by the subjects are those aimed at problem solving, followed by help and global strategies, respectively. at the same time, it was observed that female students and those subjects who were 17 years of age, of both sexes, tended to employ problem solving strategies more frequently. furthermore, a low to moderate correlation was found between the results of the celi and the final grade obtained by the students of english in the uic (0.23) a version in spanish (martínez fernández, 2004) of the inventory of metacognitive stategies (o？neil and abedi, 1996) was applied and the results obtained were related to those obtained with the celi. a correlation was found between the results of both instruments. the use of tools such as the celi is recommended in that such tools help students discover their strengths and weaknesses insofar as the use of metacognitive strategies is concerned.