الفهرس 
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Abstract
The present study investigates the effect of raising metacognitive awareness of reading comprehension strategies for Egyptian EFL learners. raising learners’ metacognitive awareness in this study was achieved through teaching a reading course in which reading strategies were taught using Chamot & O’Malley’s (1994) Cognitive Academic Language Learning Approach (CALLA), which emphasizes the importance of metacognitive strategy awareness to second language learners in a four-stage problem solving process: planning, monitoring, problem-solving and evaluating.
The cohort of the study is 214 adult Egyptian EFL learners divided into two groups according to their English proficiency level. The two groups are the proficient and the less-proficient learners. Each group was subdivided into a control group which received a traditional EFL reading course; and an experimental group which enrolled in a metacognitive strategy awareness embedded in an EFL reading course.
The study is based on an experiment that extended over three phases: pre training, training and posttraining. In the pretraining phase, the researcher investigated the learners’ prior knowledge about learning strategies in general and strategies for the skill of reading in particular using the SILL and the SORS. In addition, this phase gives implications to the extent to which adult EFL learners are aware of the learning process. Subjects’ skill in
reading English texts was also assessed through reading and recall comprehension tests