The current book manifests the core importance of metacognition in improving the multifaceted process of reading in English as a foreign language at the higher education level. The unique property of the book is that it puts a bright spotlight on the usefulness of integrating (meta) cognitive reading strategy training in the sphere of higher education. Further, it features that the acquisition of cognitive and metacognitive reading strategies among college-level learners is contingent upon explicit, direct instruction.
It is intended for university professors, language teachers, teacher trainees, university-level learners, educators, scholars, researchers, and curriculum designers. Indeed, it serves as a potential frame of reference for understanding the metacognitive mechanisms and strategic behaviors that are involved in the cognitive process of advanced-level reading.
Thus, the book offers a diversity of insights, views, and implications relative to the metacognitive act of reading in English as a foreign language within the tertiary education landscape. It underpins that strategy instruction enhances EFL reading performance.
