Awareness in Reading: EFL Students' Metacognitive Knowledge of Reading Strategies in an Acquisition-poor Environment

This study shows the results of an action research study about the effects of using a blended methodology to develop the reading metacognitive awareness of 19 low-proficiency students from a public school in Ibague, Colombia. Seven sessions were carried out during two months and a half for a total of 21 hours. The metacognitive reading strategies taught directly were chosen based on the MARSI (Metacognitive Awareness of Reading Strategies Inventory) questionnaire applied during the pre-stage. The mixed method was used to analyze the data.