📖 ABSTRACT/OVERVIEW
This study investigates the relationship between metacognitive awareness and German reading comprehension performance among Masters-level students of German at three universities in the South East geopolitical zone of Nigeria: the University of Nigeria, Nsukka, Michael Okpara University of Agriculture, Umudike, and Imo State University, Owerri. Metacognitive awareness, involving the conscious monitoring and regulation of one's own reading processes, is theoretically linked to more effective comprehension, but this relationship has not been empirically tested in the context of advanced German language reading in Nigeria. The study employs a correlational design, administering the Metacognitive Awareness of Reading Strategies Inventory in a translated and validated Nigerian German context form alongside a standardised German reading comprehension battery to 150 Masters students. Structural equation modelling is used to examine the relationships between global reading strategy awareness, problem-solving strategies, support strategies, and comprehension scores. Findings indicate that global reading strategies, particularly planning and monitoring, are the strongest metacognitive predictors of comprehension performance. Problem-solving strategies are also significant, particularly for inferential comprehension tasks. The study recommends the embedding of metacognitive strategy training within German graduate reading courses and the development of instructor-led metacognitive reflection components in postgraduate seminars. Keywords: metacognitive awareness, German reading comprehension, Masters students, South East Nigeria, reading strategies.
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