Alderson, J. C. (2000). Assessing Reading. Cambridge, England: Cambridge University Press.

Alfassi, M. (2004). Reading to Learn: Effects of Combined Strategy Instruction on High School Students. The Journal of Educational Research, 97(4), 171-185.

Amin, M. (2019). Developing Reading Skills through Effective Reading Approaches. International Journal of Social Science and Humanities, 4(1), 35-40.

Anderson, R. C., & Pearson, P. D. (1984). A Schema-theoretic View of Basic Processes in Reading Comprehension. Handbook of Reading Research, 1, 255-291.

Appleton, J. J., Christenson, S. L., & Furlong, M. J. (2008). Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct. Psychology in the Schools, 45(5), 369-386.

Archambault, I., Janosz, M., Fallu, J., & Pagani, L. S. (2009). Student Engagement and Its Relationship with Early High School Dropout. Journal of Adolescence, 32(3), 651–670.

Artino, A. R. Jr., & Jones II, K. D. (2012). Exploring the Complex Relations between Achievement Emotions and Self-regulated Learning Behaviors in Online Learning. The Internet and Higher Education, 15(3), 170-175.

Appleton, J. J., Christenson, S., & Furlong, M. J. (2008). Student Engagement with School: Critical Conceptual and Methodological Issues of the Construct. Psychology in the Schools, 45(5), 369-386.

Aydoğan, H., & Akbarov, A. A. (2014). The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672.

Bandura, A. (2006). Toward a Psychology of Human Agency. Perspectives on Psychological Science, 1(2), 164–180.

Bartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge, England: Cambridge University Press.

Brozo, W. G., Shiel, G., & Topping, K. (2007). Engagement in Reading: Lessons Learned from Three PISA Countries. Journal of Adolescent & Adult Literacy, 51(4), 304-315.

Carrell, P. L., & Eisterhold, J. C. (1983). Schema Theory and ESL Reading Pedagogy. TESOL quarterly, 17(4), 553-573.

Carrell, P. L., & Eskey, D. E. (1988). Interactive Approaches to Second Language Reading. Cambridge, England: Cambridge University Press.

Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive Strategy Training for ESL Reading. Tesol Quarterly, 23(4), 647-678.

Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). Handbook of Research on Student Engagement (Eds.). New York, NY: Springer Science & Business Media.

Cook, G. (1997). Schemas. ELT Journal, 51(1), 86-86.

Farahian, M., & Farshid, M. (2014). A Reader-Response Approach to Reading: Does It Have an Effect on Metacognitive Reading Strategies?. Modern Journal of Language Teaching Methods, 4(1), 371.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.

Furrer, C., & Skinner, E. (2003). Sense of Relatedness as a Factor in Children’s Academic Engagement and Performance. Journal of Educational Psychology, 95(1), 148-162.

Grabe, W., & Zhang, C. (2013). Second Language Readingwriting Relations. In A. S. Horning & E. W. Kraemer (eds), Reconnecting Reading & Writing (p.108-133).

Gilakjani, A. P., & Ahmadi, S. M. (2011). The Relationship between L2 Reading Comprehension and Schema Theory: A Matter of Text Familiarity. International Journal of Information and Education Technology, 1(2), 142-149.

Guthrie, J. T., Alao, S., & Rinehart, J. M. (1997). Literacy issues in focus Engagement in reading for young adolescents. Journal of Adolescent & Adult Literacy, 40(6), 438-446.

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., & Tonks, S. (2004). Increasing Reading Comprehension and Engagement through Concept- Oriented Reading Instruction. Journal of Educational Psychology, 96(3), 403-423.

Guthrie, J. T., & Klauda, S. L. (2014). Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents. Reading Research Quarterly, 49(4), 387-416.

Guthrie, J. T., & Klauda, S. L. (2015). Engagement and Motivational Processes in Reading. Handbook of Individual Differences in Reading: Reader, Text and Context, 41-53.

Hamza, A., & Nur, S. B. I. (2018), Reading Comprehension Strategies among EFL Learners in Higher Learning Institutions. Arab World English Journal, 9(2), 315-328.

Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A Measure of College Student Course Engagement. The Journal of Educational Research, 98(3), 184-192.

Hirschfield, P. J., & Gasper, J. (2011). The Relationship between School Engagement and Delinquency in Late Childhood and Early Adolescence. Journal of Youth and Adolescence, 40(1), 3-22.

Ilustre, C. A. (2011). Beliefs about Reading, Metacognitive Reading Strategies and Text Comprehension among College Students in a Private University. Philippine ESL Journal, 7, 28-47.

Jacobs, J. E., & Paris, S. G. (1987). Children’s Metacognition about Reading: Issues in Definition, Measurement, and Instruction. Educational Psychologist, 22(3-4), 255-278.

Kahn, H. E., & Agnew, M. (2017). Global Learning Through Difference: Considerations for Teaching, Learning, and the Internationalization of Higher Education. Journal of Studies in International Education, 21(1), 52-64.

Karbalaei, A. (2010). A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers. The Reading Matrix, 10(2), 165-180.

Lane, E. S., & Harris, S. E. (2015). A New Tool for Measuring Student Behavioral Engagement in Large University Classes. Journal of College Science Teaching, 44(6), 83-91.

Lester, D. (2013). A Review of the Student Engagement Literature. FOCUS on Colleges, Universities & Schools, 7(1), 1-8.

Madhumathi, P., & Ghosh, A. (2012). Awareness of Reading Strategy Use of Indian ESL Students and the Relationship with Reading Comprehension Achievement. English Learning Teaching, 5(12), 131-140.

McElhone, D. (2012). Tell Us More: Reading Comprehension, Engagement, and Conceptual Press Discourse. Reading Psychology, 33(6), 525-561.

Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, 9(3), 117- 129.

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL Students’ Awareness of Reading Strategies. Journal of Developmental Education, 25(3), 2-11.

Mokhtari, K., & Reichard, C. (2004). Investigating the Strategic Reading Processes of First and Second Language Readers in Two Different Cultural Contexts. System, 32(3), 379-394.

Mukhlif, Z., & Amir, Z. (2017). Investigating the Metacognitive Online Reading Strategies employed by Iraqi EFL Undergraduate Students. Arab World English Journal (AWEJ), 8(1), 372-385.

Nezami, S. R. A. (2012). A Critical Study of Comprehension Strategies and General Problems in Reading Skill Faced by Arab EFL Learners with Special Reference to Najran University in Saudi Arabia. International Journal of Social Sciences & Education, 2(3), 306-316.

Nie, Y., & Lau, S. (2009). Complementary Roles of Care and Behavioral Control in Classroom Management: The Selfdetermination Theory Perspective. Contemporary Educational Psychology, 34(3), 185-194.

Park, S., Holloway, S. D., Arendtsz, A., Bempechat, J., & Li, J. (2012). What Makes Students Engaged in Learning? A Time- Use Study of Within-and Between-Individual Predictors of Emotional Engagement in Low-Performing High Schools. Journal of Youth and Adolescence, 41(3), 390-401.

Park, S. W., & Kim, C. (2016). The Effects of a Virtual Tutee System on Academic Reading Engagement in a College Classroom. Educational Technology Research and Development, 64(2), 195-218.

Papleontiou-louca, E. (2003). The Concept and Instruction of Metacognition. Teacher Development, 7(1), 9-30.

Pinninti, L. (2016). Metacognitive Awareness of Reading Strategies: An Indian Context. The Reading Matrix: An International Online, 16(1), 179-193.

Pookcharoen, S. (2009). Metacognitive Online Reading Strategies among Thai EFL University Students (Dissertation). Indiana University, Bloomington, Indiana.

Ramli, N. F. M., Darus, S., & Bakar, N. A. (2011). Metacognitive Online Reading Strategies of Adult ESL Learners Using a Learning Management System. Theory and Practice in Language Studies, 1(3), 195-204.

Reeve, J., & Tseng, C. M. (2011). Agency as a Fourth Aspect of Students’ Engagement during Learning Activities. Contemporary Educational Psychology, 36(4), 257-267.

Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In Handbook of Research on Student Engagement, Boston, MA: Springer, 149-172.

Reeve, J. (2013). How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement. Journal of Educational Psychology, 105(3), 579-595.

Seidlhofer, B. (2005). English as a Lingua Franca. ELT Journal, 59(4), 339-341.

Shehadeh, A. (2016). Reading Strategies Used by Palestinian College Students. Arab World English Journal, 6(4), 15-25.

Sheorey, R., & Mokhtari, K. (2001). Differences in the Metacognitive Awareness of Reading Strategies among Native and Non-native Readers. System, 29(4), 431-449.

Songsiengchai, T. (2010). Strategies in Reading Online and Printed Academic Texts of English Major Students of Srinakharinwirot University (Master’s Thesis). Srinakharinwirot University, Bangkok, Thailand.

Taylor, B. M., Pearson, P. D., Peterson, D. S., & Rodriguez, M. C. (2003). Reading Growth in High-poverty Classrooms: The Influence of Teacher Practices that Encourage Cognitive Engagement in Literacy Learning. The Elementary School Journal, 104(1), 3-28.

Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of Reading Engagement in Mediating Effects of Reading Comprehension Instruction on Reading Outcomes. Psychology in the Schools, 45(5), 432-445.