Metacognitive Reading Strategy Instruction: Effects on Reading Comprehension and Attitudes Among Thai EFL University Students

Aummaraporn Nooyod

Authors

Aummaraporn Nooyod Faculty of Education, Loei Rajabhat University, Thailand

Keywords:

metacognitive reading strategy instruction (MRSI), reading comprehension, learner attitudes, Thai EFL university students

Abstract

This study investigated the effects of Metacognitive Reading Strategy Instruction (MRSI) on Thai EFL university students’ reading comprehension and examined learners’ attitudes toward MRSI. A quasi-experimental pretest-posttest design with a non-equivalent control group was employed. The participants were 51 Thai EFL university students enrolled in a reading course at a Thai university. They were divided into an experimental group (n = 26), which received MRSI, and a control group (n = 25), which received conventional reading instruction, over a 10-week period. The instruments included reading comprehension pretest and posttest and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic analysis. The results showed that the experimental group improved significantly from pretest to posttest, t = 22.58, p < .001, d = 3.36, and outperformed the control group on the posttest, t = 4.67, p < .001, d = 4.32. Qualitative findings revealed generally positive attitudes toward MRSI, including increased confidence and motivation, clearer direction during reading, and greater strategic autonomy. However, some learners also reported difficulties with MRSI, particularly initial confusion with multiple strategy steps, increased cognitive load, slower reading, and the need for teacher and peer support during the early stages of strategy use. The study recommends integrating MRSI into reading courses to promote self-regulated reading. Teachers should provide explicit modeling, while curriculum designers should embed metacognitive strategy training activities.

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