Abstract
Abstract The view that explicit instruction of metacognitive strategies is important for raising reader consciousness has become prominent recently. This study was an attempt to determine the impacts of instructing metacognitive strategies on readers’ comprehension. Two groups of students majoring in English language at Shiraz University/ Iran were compared using Schraw & Denisson’s (1994) “Metacognitive Awareness Inventory” to find out the participants’ degree of awareness towards metacognitive strategies. After a period of four months of pretest- treatment–posttest design, the results revealed a significant improvement in the experimental group who were trained to use metacognitive strategies consciously in their reading tasks as compared with the control group. The pedagogical implications of the study are also discussed.
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