Rethinking Metacognition in L2 Reading: From Self-Reported Strategy Use to Multimethod Measurement

Abstract

Metacognition has received considerable attention in L2 reading research over the past decades. Much of this research has focused on learners' awareness and reported use of reading strategies, as these processes are central to understanding how readers approach, monitor, and evaluate comprehension. Established self-report instruments such as the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Survey of Reading Strategies (SORS) provide valuable insights into learners' perceived strategy use across global, problem-solving, and support strategies. However, perceived strategy use may not always correspond to strategies enacted during a particular reading task. This conceptual paper therefore examines the limitations of relying primarily on self-report measures and proposes a stage-based multimethod decision framework that combines self-report, verbal, and real-time behavioural evidence before, during, and after L2 reading. The framework specifies the contribution of each evidence source and shows how convergence and divergence across measures can support research interpretation and classroom-based diagnostic assessment. This approach offers a more comprehensive account of metacognition without treating any single measure as a direct representation of strategic behaviour.