Abstract
The purpose of this study is to investigate the effect of metacognitive reading strategy instruction on Arabic learners’ metacognitive reading strategy use and reading comprehension. The participants of the study are intermediate Arabic learners in Myongji University and the experimental group was given metacogtnitive reading strategy instruction on planning, monitoring and evaluation strategies. To collect data, metacognitive reading strategy questionnaires and reading comprehension tests were used. The major findings of this study are as follows. First, the result of pre- and post-metacognitive reading strategy questionnaires indicates metacognitive reading strategy instruction was verified to have a positive effect on Arabic learners’ metacognitive strategy use. Second, the results reveal that metacognitive strategy instruction improved Arabic learners’ reading comprehension. The difference between the pre- and post-reading comprehension tests in the experimental group was statistically significant while the control group didn't show any statistical difference.
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