Critical thinking is regarded as a higher-level thinking for education in this era and it should be practiced in language classrooms. The purpose of this study is to investigate how metacognitive reading strategy instruction influences Korean EFL students’ reading comprehension and how students can connect the comprehension to their critical thinking. With the treatment group (n=28) and the control group (n=30), a pre- and a post reading test and a group interview were conducted. For the quantitative result, the treatment group showed significant improvement in the post test and outperformed the control group. However, its mean score was not high enough to make statistical difference from that of the control group. From a group interview, participants showed positive response to the metacognitive reading strategy instruction. It was helpful to read texts purposefully and consciously and it led them to better reading comprehension and self-confidence in English reading. More importantly, this sufficient understanding of the text could provide the solid foundation for critical thinking which included their own opinions and thoughts by going through logical thinking process.
1. Introduction
2. Literature Review
3. Methodology
4. Data Analysis and Findings
5. Conclusions and Implications