The Effect of Explicit Training of Metacognitive Reading Strategies on Online Reading Comprehension

Few studies have investigated the detailed procedure of systematically delivering and teaching metacognitive strategies in higher education. This study investigates whether explicit training could improve undergraduates’ online reading comprehension over pandemic. The results this contribute to teacher education programs teach apply regularly strategies. In a quasi-experimental design, experimental group control underwent 14 sessions training. Semi-structured interviews Metacognitive Reading Awareness Strategy Assessment were conducted among students. data collected using test, inventory, semi-structured Malaysia. Repeated Measure ANOVA showed mean scores students significantly than score conventional (F= 1.3,82.3) = 215.973. p <0.001). that had more awareness global (M= 3.511), followed by supporting (M=3.468) problem-solving 3.427). thematic analysis result supported moderate users planning monitoring while evaluative ones less frequent. also revealed perceived lack vocabulary knowledge, heavy dependence on their teachers, strategy main causes difficulties. findings implied EFL teachers should introduce through appropriate systematic instructions enable implement them academic reading.