Successful reading necessitates the application of metacognitive reading strategies, which have been proven to be effective in enhancing comprehension in EFL contexts. This quasiexperimental study, thus, aimed to implement a problem-based learning method (PBL) in an EFL instructional setting to investigate its effect on EFL learners’ metacognitive reading strategies awareness and use and their comprehension ability. Two groups of students at the elementary level, one experimental (N = 40) and one control (N = 40) were selected. Their homogeneity in English proficiency was probed by Key English Test (KET). The experimental group received PBL and the control group followed the explicit lecture-based teaching method. The two groups completed pre- and posttest of metacognitive awareness of reading strategies inventory (MARSI) and reading comprehension. The findings based on univariate analysis of covariance indicated that the experimental group had high metacognitive reading strategies awareness and enhanced their comprehension ability to a high extent. Practitioners should pay special attention to the PBL method in EFL contexts if they want to enhance metacognitive strategies awareness and cultivate effective reading.

中文翻译：

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在 EFL 环境中通过基于问题的学习来增强元认知支架和理解能力

成功的阅读需要应用元认知阅读策略，元认知阅读策略已被证明可有效提高 EFL 语境中的理解能力。因此，这项准实验研究旨在在 EFL 教学环境中实施基于问题的学习方法 (PBL)，以调查其对 EFL 学习者元认知阅读策略意识和使用及其理解能力的影响。小学阶段的两组学生，一组实验（N  = 40）和一组对照（N = 40) 被选中。Key English Test (KET) 探讨了他们在英语能力方面的同质性。实验组采用PBL，对照组采用显式讲授教学法。两组完成了阅读策略量表（MARSI）和阅读理解元认知意识的前后测。基于协方差单变量分析的结果表明，实验组具有较高的元认知阅读策略意识，并在很大程度上提高了他们的理解能力。从业者如果想提高元认知策略意识和培养有效阅读，应该特别关注EFL语境中的PBL方法。