Reading comprehension is a critical skill for EFL learners, yet many Moroccan students enter higher education without effective reading comprehsnion strategies, which hinders their ability to process academic texts. This study explores both awareness and instruction of reading comprehension strategies among 283 first-semester students, and three professors at Ibn Tofail University in Morooco professors. It adopts a mixed-method approach: an exploratory survey assessing students’ awareness and a quasi-experimental design using T-tests and correlation analysis to measure performance outcomes. Findings indicate that raising awareness alone does not significantly enhance reading comprehension. In contrast, explicit and integrated instruction through the Ten Rs’ Commandments Model—combining cognitive and metacognitive strategies—led to substantial improvements in comprehension tasks. Unlike traditional approaches that focus on isolated strategies, this model provides a structured, holistic framework that equips learners with effecient strategies to become independent and successful readers. These results challenge the assumption that awareness alone guarantees better performance and highlight the pedagogical value of explicit and integrative instruction. The study underscores the need for Moroccan EFL programs to adopt an integrated strategy instruction of both cognitive and metacognitive strategies to foster proficient academic readers and improve overall language learning outcomes.

Authors:
Anouar El Malihi, Mohammed V University, Morocco

About the Presenter(s)
A.Professor at the College of Legal, Economic and Social Sciences-SouissiMohammed V University.Rabat, Morocco.
I am really interested in teaching reading comprehension strategies and integrating AI in the instruction of both reading and writing

See this presentation on the full schedule – Saturday Schedule

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