Developing Inferential and Monitoring Strategies in Adult EFL Reading: A Study from North Macedonia

Abstract

The reading comprehension of English as a foreign language is often measured in outcomes that value accuracy, with a relatively under-investigated body of literature on the individual cognitive and metacognitive processes involved. This study examines the use and development of inference and monitoring comprehension strategies by adult Macedonian learners in an online one-to-one instructional setting. It was based on a mixed-methods design whereby an experimental group was directly taught the reading strategies while control group was treated to regular instruction. Quantitative data was collected through pre- and post-reading comprehension tests, and qualitative data were obtained via think-aloud protocols. Results showed that while both groups demonstrated high baseline performance in literal comprehension, learners showed limited and largely implicit use of inference and monitoring strategies at baseline. After receiving the intervention, the experimental condition increased strategic awareness, systematic inferences, and demonstration of monitoring behaviours, such as self-questioning, rereading, and detection of comprehension breakdowns. These findings highlight the importance of process-oriented assessment and explicitly teaching specific strategies in adult English as a Foreign Language (EFL) reading and provide a pedagogical resource for strategy-oriented reading instruction.