Abstract
This study investigated the effectiveness of Story Grammar instruction in enhancing EFL college students" metacognitive awareness of reading strategies. 64 participants took part in the study: 32 students were randomly assigned to the experimental and control groups respectively. Although Story Grammar training was given to the experimental group, the control group was taught using regular reading classes without Story Grammar. After treatment of 12 weeks, in general, the results showed that while no significant difference was detected at the higher level of English proficiency, there was statistically significant difference in the overall use of post strategies between the two experimental and control groups at the lower proficiency level.
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