Abstract
Objectives The purpose of this study was to analyze the effects of the question generation based reading instruction on the middle school students' metacognition and reading comprehension.
 Methods A total of 10 middle school students who attend a private reading education institution were selected as subjects, and a 10-session reading program was conducted. One of the non-parametric tests Mann-Whitney U-test was conducted to examine the effects of the question generation based reading instruction.
 Results It was found out that the question generation based reading instruction had not any a statistically significant impact on the middle school students’ metacognition enhancement. However, the post-test scores of metacognition in the experimental group were higher than those of the control group in all sub-factors, except for ‘Inspection’. it was confirmed that the question generation based reading instruction had a statistically positive impact on the middle school students’ reading comprehension.
 Conclusions This study suggested that the question generation strategies be the important instructional tools of reading teachers. And through the scaffolding of teachers about questioning and reading texts, students will be equipped with the powerful learning strategies to be independent learners and readers.
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