The purpose of this study was to scrutinize the effect of strategy instruction on the frequency of reading strategy use as reported by Iranian EFL learners. To this end, two EFL intact classes were selected from Islamic Azad university of Malekan. Then, each of them was randomly assigned to act as control group (CG) and experimental group (Exp.). Both groups were required to respond to the Reading Strategy Inventory for Language Learning (SILL) questionnaire before and after treatment. The treatment included teaching a number of most commonly used reading strategies for a period of three months. After the treatment, both groups were again required to respond to the same questionnaire. The results indicated that there were significant differences between the CG and the Exp. groups in reporting the frequency of reading strategies in the posttest. EFL teachers can benefit from the findings of this study in the field of communication, task-based L2 classes, and reading strategies to enhance the EFL students' reading comprehension.
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