Effects of metacognitive instruction on reading performance, metacognitive reading awareness, and motivation and engagement

This study investigates the effects of metacognitive instruction on reading performance, metacognitive reading awareness, and motivation and engagement among English as a Foreign Language (EFL) learners. Reading, in the context of EFL, is widely regarded as a complex cognitive process that involves decoding written symbols and constructing meaning from texts. However, EFL learners often face challenges, including unfamiliar linguistic structures and cultural references, which hinder their reading comprehension. Traditional instructional methods often emphasize vocabulary acquisition and decoding skills, neglecting the higher-order cognitive processes and motivational factors necessary for effective reading. In order to address these challenges, this study focuses on metacognitive reading instruction as a potential solution. The study addresses a critical gap in the literature by exploring how metacognitive strategies influence both cognitive and affective outcomes in reading within an EFL context. While cognitive outcomes, such as reading performance, have been extensively studied, the effects of metacognitive instruction on motivation and engagement remain underexplored. By examining these aspects, this study aims to clarify how metacognitive strategies can be employed to improve reading outcomes in EFL contexts. The objective of the study is to evaluate the impact of a metacognitive reading instruction program on learners' reading performance, awareness of metacognitive strategies, and their motivation and engagement with reading activities. Participants were selected from B1-level EFL learners at a state university in Istanbul, Türkiye. The intervention lasted eight weeks and utilized course materials aligned with the institution's curriculum. A quasi-experimental design was employed, involving pre- and post-tests for both experimental and control groups. The experimental group received explicit instruction in metacognitive reading strategies, while the control group followed a standard instructional schedule without additional strategy training. Data were collected using standardized tools, including the Oxford Quick Placement Test, the Cambridge PET B1 test for reading performance, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), and the Reading Motivation and Engagement Scale (RMES). Statistical analyses, including the Mann-Whitney U test and Independent Samples t-test, were conducted to evaluate the outcomes. Key findings indicate that metacognitive instruction significantly enhances learners' reading performance, particularly in terms of the experimental group's marked improvement from pre-test to post-test scores, as measured by the Cambridge PET test. Additionally, significant advancements were observed in metacognitive awareness, with experimental group participants demonstrating higher mean scores in support reading and global reading strategies. Furthermore, the intervention positively impacted learners' motivation and engagement in reading, with notable increases in conforming motivation and engagement dimensions among the experimental group compared to the control group. The conclusions drawn from this study underscore the effectiveness of metacognitive instruction in EFL contexts. The intervention not only enhanced reading performance but also fostered greater metacognitive awareness and positively influenced motivation and engagement. These findings emphasize the role of metacognitive strategies in addressing both cognitive and affective dimensions of learning. The experimental group consistently outperformed the control group, highlighting the superiority of metacognitive approaches over traditional methods. Recommendations include integrating metacognitive reading strategies into EFL curricula to enhance both cognitive and affective outcomes. Teachers and curriculum developers are encouraged to incorporate explicit instruction in strategies such as global reading, problem-solving, and support strategies, with guided practice and feedback to ensure effective implementation. Professional development programs should equip educators with the knowledge and tools needed to deliver metacognitive instruction effectively. Additionally, the use of digital tools and adaptive learning platforms can support diverse learning needs and foster interactive learning environments. Future research should explore the long-term effects of metacognitive instruction and its applicability across different age groups, proficiency levels, and cultural contexts. Developing localized and culturally sensitive measurement tools will provide more nuanced insights into learner outcomes. By implementing these recommendations, educators can create more effective, inclusive, and engaging learning environments that empower EFL learners with the skills and motivation necessary for success in academic and real-world contexts.