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The present study investigates the reading strategies of Turkish EFL students in Turkish and English and the possible effects of reading instruction on reading in Turkish and English. The study addresses the following questions: a) Does strategy instruction in EFL reading affect EFL reading strategies and reading comprehension in English? b) Does strategy instruction in EFL reading affect reading strategies in Turkish? The participants consisted of 8 Turkish students enrolled in a pre-intermediate level class of a one-year intensive English course offered at a Turkish-medium technical university. The data came from think-aloud protocols, observation, a background questionnaire, a semi-structured interview and the reading component of the PET (the Preliminary English Test). The results indicated that strategy instruction had a positive effect on both Turkish and English reading strategies and reading comprehension in English.
Salataci et al. (Mon,) studied this question.