Facilitating Reading Comprehension and Enhancing Metacognitive Strategy Using Mind Mapping Among the Tertiary ESL Learners

The first purpose of this study is to identify, categorize and analyze the ESL reading strategies used by students in higher education institutions. The second purpose is to explore the interaction of strategies, use and the reader factors, viz. field of studies, linguistic proficiency, reading achievement, motivation, beliefs, and reading comprehension evaluation ability. It is a known fact; Language plays an essential part in the reading. To read and comprehend the text of a book, learners need to understand the language. For example, if a learner’s English knowledge is lacking, his/her reading will not be smooth and may be unsuccessful. below. Therefore, students will have a problem as they cannot use the language to communicate or convey their thoughts. In countries where English is a second language, teaching reading in the English language has been given much emphasis in local and international schools and universities. In view of the above, this study focuses on using a mind map as a tool for reading comprehension, highlighting the involvement of metacognitive strategy in reading, and comprehending.