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 (Reglamento de Régimen Académico, 2015). 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 Cañar. 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