Abstract
The present article reports on an investigation into the reading processes of EFL/ESP students with respect to research articles in their specialty area: Biology. Specifically, the study was aimed at exploring how metacognitive strategy training influenced a group of readers’ declarative and procedural knowledge, and their choice and use of strategies while reading research articles. Two groups of undergraduate Biology students (62 in all) from two science institutions took pre- and post-course reading tests, and 12 participated in retrospection. The tests and protocols provided quantitative and qualitative evidence of the effectiveness of metacognitive strategy training in improving the subjects’ familiarity with and proficiency in reading research articles, and also of the effectiveness of retrospection as a method for evaluating the subjects’ reading behaviour.
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