Metacognitive (Rending) Strategies Across Languages and Techniques

Of the purposes of this study one was to see ,vhether the rnetacognitive reading strategies used by Iranian EFL students reading an English text used the same kind of metacognitive strategies as those used by them while they were reading a Persian text. The other aim was to check whether the data (concerning metacognitive reading strategies) elicited through a questionnaire and the think• aloud technique were comparable, The results manifested that there is not a difference between the frequency of use of metacognitive reading strategies used while reading Persian and English texts And it was also proved that the kinds of mctacognitive strategies elicited while using a metacognitive reading questionnaire dealt very superficially with the task while the data gathered during the think-alouds were more specific and dealt more deeply with the task at hand. Thus, it is possible that ,netacognitive reading strategies developed for reading Persian texts may transfer to the reading of English texts or vice versa. Moreover, the choice of data elicitation technique depends on the researcher's purpose(s) and the context of the study.