THE RELATIONSHIP AMONG FLUID INTELLIGENCE, METACOGNITIVE READING STRATEGIES USE, AND READING COMPREHENSION OF EFL LEARNERS

The purpose of this study is to explore the relationship between fluid intelligence, metacognitive strategy use, and reading comprehension achievements. Countless studies have investigated the relationship between fluid intelligence and working memory, many of which found a significant relationship between the two aforementioned factors. However, little research has been done on the relationship between fluid intelligence, the use of metacognitive reading strategies and reading comprehension of EFL Learners. To this end, pertinent questionnaires were given to participants to measure each variable; moreover, the relationship was determined using SPSS program and Pearson Correlation formula. For this purpose, ۱۰۲ Iranian EFL undergraduates participated in the study. To conduct this research, Standard Progressive Matrices (SPM) was used to measure fluid intelligence, metacognitive strategy questionnaire examined students' awareness of Global strategies and Problem-Solving, and Support Reading Strategies and finally, TOEFL PBT reading comprehension test were used to measure reading comprehension. The finding of the study showed that there was a significant relationship between fluid intelligence (Gf) and the use of the overall metacognitive reading strategies. The relationship between fluid intelligence and the use of each of the three subscales of metacognitive reading strategies, namely global, problem-solving, and support was also significantly positive. In addition, the results demonstrated that there was a significant relationship between fluid intelligence and participants' reading comprehension. Finally, it was revealed that there existed a significant relationship between the use of metacognitive reading strategies and reading comprehension.

Keywords:

fluid intelligence , metacognitive reading strategies , global strategy , problem solving strategy , reading comprehension