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Despite much research done on strategy, there still exist several questions unanswered. Not much research is done to examine lower intermediate English as a Foreign Language (EFL) learners’ performance on the reading section of the First Certificate of English exam (FCER) in the post strategy instruction period. The results indicate that learners vary not only in terms of their performance on the FCER, but also on the employed metacognitive strategy. Furthermore, metacognitive strategies are the only predictors that positively predict learners’ performance in the FCER.

Lower Intermediate Readers and Their Use of Cognitive and Metacognitive Strategies