چکیده (انگلیسی):

This study examined the effectiveness of explicit instruction of metacognitive strategies over a 14-week semester with a group of 40 EFL learners at a private university in Thailand. A
metacognitive questionnaire and a reading test were administered at the beginning and at the end
of the course to find the changes in both the questionnaire responses and test scores. The data
obtained were analyzed by using mean, standard deviation, and paired sample t-tests. Qualitative
data from a semi-structured interview were also analyzed to explore students’ views on the
strategy-based instruction. It was found that after the instruction, the reading score and
metacognitive strategy use of the three groups namely: high, moderate, low were significantly
higher than those before the instruction at the .05 level. In addition, different types of learners
exhibited different responses to the strategy instruction. This study’s findings contribute to a better
understanding of strategy instruction and support the belief that strategy training should be
conducted to enhance reading performance of the learners.