Between Recognition and Regulation: A Metacognitive Inquiry into Higher-Order Thinking Skills in ESL Reading

Higher-order thinking skills (HOTS) are increasingly emphasised in English as a second language (ESL) reading, yet less is known about how Chinese postgraduate TESOL students recognise HOTS and regulate related reading strategies. This mixed-methods study examined learners’ metacognitive reading-strategy awareness in relation to HOTS at a UK university. Quantitative data were collected using a questionnaire adapted from the Metacognitive Awareness Listening Questionnaire (MALQ), administered to 80 participants; 76 valid responses were analysed using descriptive and inferential statistics. Qualitative data were collected through semi-structured interviews with six survey participants and analysed thematically. Questionnaire results varied across four dimensions, with Problem-Solving receiving the highest mean score and Planning-Evaluation the lowest. Interview findings indicated that participants recognised and valued HOTS, but their reported regulation of HOTS-related reading processes was uneven. Analysing was perceived as more accessible, whereas creating was seen as more challenging. Participants more often described immediate, problem-driven adjustments and outcome-oriented reflection than systematic planning, monitoring, and evaluation. The findings suggest the potential value of explicitly guiding learners in planning, monitoring, and evaluating HOTS-related reading processes.