The Ten Rs’ Commandments: An Explicit-Integrated Instruction of both Cognitive and Metacognitive Reading-Comprehension Strategies

Abstract

Reading comprehension is the ability to construct meaning through various sub-processes, including understanding word meanings, recognizing text organization, and activating prior knowledge. However, some learners enter higher education without being equipped with sufficient strategies to facilitate their reading process. Consequently, they tend to approach reading comprehension tasks differently, as they lack the necessary tools to understand English texts. Some individuals may perceive the reading comprehension process as a challenge, which could impede their acquisition of the English language. They often feel lost due to a lack of strategies to address the misunderstanding or non-understanding of English texts. Therefore, the instruction of reading comprehension strategies has become an indispensable part of the language learning process, enabling students to construct meaning from a given text. To achieve this goal, the present study targeted a randomly selected sample of 283 university students, along with three professors who completed a survey assessing their awareness and use of reading comprehension strategies in their classes.  Specifically, the study aims to evaluate Moroccan EFL students’ awareness of reading comprehension strategies, as this is a prerequisite for understanding the area of investigation. In other words, it examines whether first-semester (S1) students develop the necessary strategies through their reading comprehension courses and whether this awareness affects their performance in related activities. Furthermore, this study aims also to highlight the role of explicit and integrative instruction of both cognitive and metacognitive reading strategies in enhancing students’ performance in reading comprehension. Its ultimate objective is to demonstrate the effectiveness of an explicit model of reading comprehension strategies - The Ten Rs’ Commandments Model -which integrates cognitive and metacognitive strategies to develop efficient, independent readers capable of applying these strategies appropriately to achieve better comprehension of texts in EFL contexts.