HomeAbstract of 11th-icmhsThe Role of Bilingualism in Reading Metacognition: Connections with Executive Functions and proficiency in L1 and L2

The Role of Bilingualism in Reading Metacognition: Connections with Executive Functions and proficiency in L1 and L2

  • Jul 1, 2026
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Abstract Book of the 11th International Conference on Modern Approaches in Humanities and Social Sciences

Year: 2026

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The Role of Bilingualism in Reading Metacognition: Connections with Executive Functions and proficiency in L1 and L2

Prof Dr. Diane Blank Bencke, Lilian Cristine Hübner, Benjamin Rott

ABSTRACT:

This study investigated the relationship between reading metacognition, executive functions and reading proficiency from a perspective centered on bilingualism, considering performance in L1 (Portuguese) and L2 (English). Based on the concepts of metacognition, executive functions and proficiency in reading comprehension, the work starts from the idea that reading involves the conscious and strategic use of cognitive and metacognitive processes, especially in bilingual contexts. The research also considers discussions on the so-called “bilingual effect”, according to which bilingual individuals could have advantages in executive functions components, such as working memory, attention and cognitive flexibility. In this sense, we sought to analyze to what extent bilingual status and proficiency in L1 and L2 influence metacognition during maternal language reading. The study was conducted with university students organized into groups with different levels of proficiency in Portuguese and English. Self-report instruments were applied on reading strategies, reading comprehension tests with retrospective verbal protocols and tasks related to executive functions. The results indicated correlations between the use of metacognitive strategies and reading proficiency in both L1 and L2, as well as between reading strategies and executive functions. However, no direct association was observed between metacognition and executive functions. The findings suggest that reading proficiency in both languages exerts greater influence on metacognition in reading than executive functions alone, highlighting the central role of bilingualism and the development of reading in L1 in the construction of metacognitive awareness.

Keywords: Metacognition, Reading comprehension, Reading Proficiency, Bilingualism, Executive Functions