In the present study, I evaluated whether ESL teachers could teach students three reading metacognitive strategies (planning, monitoring, and evaluating) and whether improving knowledge of these strategies would improve their reading comprehension. According to the research findings and in light of the hypotheses, two conclusions come to the surface. First, although the teacher, not the researcher, taught the three strategies, and the students might have learned these strategies in their first language, the subjects metacognitive knowledge increased on the three MARSI reading scales. Thus,...