EFFECT OF METACOGNITIVE STRATEGY INSTRUCTION ON INTERMEDIATE LEARNER'S READING COMPREHENSION SKILL IN AN ECUADORIAN EFL CLASS

In today's world, where information is reached at one single click of a finger, the ability to read and understand information is vital. In Ecuador, the new regulation of the government demands University students to get a B1 level before reaching the 60% of the total number of credits to continue with their majors [1]. The current study pretended to shed some light on the importance of teaching metacognitive reading strategies to students so that it becomes an independent process rather than a product to measure by questions. The study took place in a private university of Canar. There were 40 participants in total at an intermediate level. The researchers applied a placement test to confirm the level of students. Also, the researchers used a pre and a post-test. Both tests were the same. The results show that direct instruction of metacognitive reading strategies improve the students' level of reading comprehension