A CRITICAL EVALUATION OF ADVANCED READING INSTRUCTION BASED ON METACOGNITIVE STRATEGIES AND SCAFFOLDING FOR EFL UNIVERSITY STUDENTS
DOI:
https://doi.org/10.21009/ishel.v2i1.72780Keywords:
advanced reading instruction, metacognitive strategies, scaffolding, critical academic reading, efl university studentsAbstract
The increasing complexity of academic texts requires English as a Foreign Language (EFL) students to develop reading comprehension, metacognitive awareness, critical thinking, and learner autonomy. Although previous studies have shown the positive effects of metacognitive strategies and scaffolding on reading achievement, few have critically evaluated how these approaches are implemented throughout the learning process. This study critically evaluates advanced reading instruction based on metacognitive strategies and scaffolding for EFL university students. A qualitative evaluative case study involved one Advanced Reading lecturer and undergraduate students at Universitas Tangerang Raya. Data from classroom observations, semi-structured interviews, reflective journals, document analysis, and assessment records were triangulated and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that integrating metacognitive strategies and scaffolding improved students' academic reading behaviours: they set reading goals, monitored comprehension, applied repair strategies, and evaluated arguments critically, while the gradual withdrawal of support fostered autonomy. However, dense academic vocabulary and discipline-specific terminology remained challenging. The study's novelty lies in its process-oriented evaluative perspective, which offers a comprehensive framework and practical implications for designing effective advanced reading instruction in EFL higher education.
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Copyright (c) 2026 Vicky Hidantikarnillah, Muchlas Suseno, Muhammad Kamal
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