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Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer

Aghaie, Reza, Zhang, Lawrence Jun·2012·Instructional Science

DOI 10.1007/s11251-011-9202-5

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Authors: Aghaie, R., & Zhang, L. J.
Affiliations: Urmia University (IR)
University of Auckland (NZ)
Corresponding author: Zhang, Lawrence Jun
ORCID: Zhang, Lawrence Jun
Venue: Instructional Science
Publisher: Springer Science and Business Media LLC
Published: 2012-01-06
Volume: 40
Issue: 6
Pages: 1063-1081
ISSN: 0020-4277 (ISSN-L)
1573-1952
DOI: 10.1007/s11251-011-9202-5
OpenAlex: W2057194314
Cited by: 135
References: 65
Citations by year: 2026: 11 · 2025: 9 · 2024: 4 · 2023: 11 · 2022: 15 · 2021: 14 · 2020: 7 · 2019: 9 · 2018: 13 · 2017: 18 · 2016: 4 · 2015: 7 · 2014: 6 · 2013: 5 · 2012: 2
FWCI: 47.70
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Instructional Science (publishedVersion)
ResearchSpace (University of Auckland) (submittedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Keywords: explicit instruction, reading strategies, cognitive strategies, metacognitive strategies, strategy transfer, reading comprehension, EFL reading, strategy-based instruction, Iranian EFL learners

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Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer

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