Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students

This experimental research investigates the impact of teaching metacognitive reading strategies on comprehension engineering students in English for Science and Technology(EST) context. is first empirical study its kind Libyan as a Foreign Language (EFL/EST) The utilizes Survey Reading Strategies (SORS) achievement test extracted from ‘Oxford Computing’ by Boechner Brown (instruction manual). treatment incorporates explicit to participants group via Cognitive Academic Learning Approach (CALLA) model. Paired-samples t-test results signify considerable effect among group. In conclusion, findings support previous indicating that instruction effectively improves EST students’ awareness produces statistically significant gains comprehension.