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This article reports an experimental study of reading comprehension among lower-intermediate learners of English as a foreign language in China. A sample of 66 participants underwent a program of metacognitive strategy instruction in reading lasting 8 weeks. Measures were taken of their reading comprehension performance and their metacognitive awareness before and after the instruction. Results show that EG and CG do not reveal any significant differences before and after instruction both in reading comprehension test and their reported metacognitive strategies uses and reasons are given in the discussion part.

Does Metacognitive Strategy Instruction Indeed Improve Chinese EFL Learners’ Reading Comprehension Performance and Metacognitive Awareness?