Explicit instruction in metacognitive problem-solving reading strategies: Developing reading comprehension and strategy awareness

This study examined the impact of Problem-solving Reading Strategies (PROBs), a specific subset of Metacognitive Reading Strategies (MRSs), on reading comprehension and strategy awareness among young Moroccan EFL learners. The first phase investigated the feasibility of explicitly teaching PROBs to young learners. The second phase examined the effects of PROBs on students’ reading comprehension, while the final phase explored how the intervention influenced students’ strategy awareness. Adopting a quasi-experimental, non-equivalent control group pre-test–post-test design, the study involved 31 elementary-level young EFL learners enrolled at a Moroccan EFL center. Participants were randomly assigned to either an experimental group (n=17) or a control group (n=14). Data were collected using the A2 Key for Schools Cambridge reading test as a pre-test and post-test. In addition, the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Reichard was used to assess students’ strategy awareness before and after the intervention. Data analysis using independent t-tests demonstrated that explicit PROB instruction is feasible when delivered through metacognitive scaffolding and structured PROB-based programs. This feasibility was reflected in the intervention’s positive outcomes. The experimental group showed statistically significant improvement in reading comprehension (p=0.04), indicating an enhanced ability to solve comprehension challenges and sustain overall text comprehension. Furthermore, the intervention increased students’ strategy awareness, enabling them to become active users of PROBs. These findings offer important implications for educators and curriculum developers, highlighting the potential of PROB-focused instruction in improving EFL literacy outcomes.