摘要：The present study was conducted to investigate the effect of metacognitive strategy (planning, self-monitoring) instruction on reading comprehension of Iranian EFL learners. The participants were 30 male and female Iranian EFL learners in advanced level in a language institute in Zanjan. To meet the aim of the study, two reading comprehension tests were administered to the participants in two groups. In the first phase, a reading comprehension was administered as a pre-test. In the second phase, two groups received five sessions of instruction on metacognitive strategies, one on planning and the other on self-monitoring strategy based on the Cognitive Academic Language Learning Approach (CALLA). In the third phase, after completion of the instruction, a reading comprehension test as a post-test was administered to the groups. Data analysis revealed that participants in two groups outperformed in post-test of reading comprehension. It is implied that the instruction of planning and self-monitoring metacognitive strategies as learning aids can contribute to the improvement of students’ reading comprehension performance.
