Abstract
In foreign language settings, learning to read in English is one of the main goals for many students. To that end, students need to master a number of reading strategies to be able to comprehend text information. Thus, reading instruction should help students become strategic readers. Although, strategic reading instruction and its effect on students’ comprehension and metacognitive abilities has recently received a lot of attention, the issue is less understood in relation to EFL (English as a foreign language) context. The present study aims to bring together the related research findings to provide a clearer picture of strategic reading instruction in EFL situations. Also, suggestions for future research are provided.
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