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This article reports on an empirical study that investigated the influence of explicit metacognitive strategy instruction on reading comprehension and self-efficacy in English as a foreign language (EFL) among university students in Iran. A randomized pretest posttest control group design was employed. The quantitative data were collected by the Survey of Reading Strategies, Motivated Strategies for Learning Questionnaire, and a reading comprehension test. The results of ANCOVA revealed that students in the experimental group showed greater achievement both in reading comprehension and self-efficacy than students in the control group.

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The Effect of Explicit Metacognitive Strategy Instruction on Reading Comprehension and Self-Efficacy Beliefs: The Case of Iranian University EFL Students