The Impact of Metacognitive Reading Strategy Instruction on Reading Comprehension and Self-Efficacy in Advanced EFL Learners

This study aimed to investigate the impact of metacognitive reading strategy instruction on the reading comprehension skills and self-efficacy beliefs of advanced EFL learners. A quasi-experimental design was employed involving ۶۰ advanced-level university students, randomly assigned to experimental and control groups. The experimental group received explicit metacognitive strategy training focused on planning, monitoring, and evaluating reading tasks over eight weeks, while the control group followed the regular curriculum without such instruction. Data were collected through pre- and post-tests of reading comprehension and a validated self-efficacy questionnaire. Statistical analyses, including paired t-tests and ANCOVA, revealed that learners who received metacognitive strategy instruction showed significantly greater improvements in reading comprehension scores compared to the control group. Additionally, their self-efficacy beliefs related to reading significantly increased after the intervention, indicating enhanced confidence in managing reading challenges. Qualitative feedback from participants further suggested that strategy instruction helped them become more aware of their reading processes and better equipped to regulate their learning independently. The findings confirm that explicit metacognitive strategy training can effectively enhance both cognitive and affective dimensions of language learning, fostering learners' autonomy and motivation. This study highlights the importance of incorporating metacognitive approaches into EFL reading instruction to support learners' comprehension and self-regulatory skills. The results suggest that educators should emphasize metacognitive awareness and strategy use to improve learners' academic performance and confidence in reading English texts. Future research is recommended to explore the long-term effects of such instruction and its applicability across different proficiency levels and cultural contexts. Overall, the study contributes to the growing body of evidence supporting metacognitive strategy instruction as a powerful tool to enhance advanced EFL learners' reading abilities and self-efficacy.

Keywords:

metacognitive strategies , EFL reading comprehension , self-efficacy , language learning , metacognitive awareness , strategy instruction , learner motivation , technology-assisted learning