Résumé:
The present research was conducted to investigate the attitudes of EFL teachers and learners at
Mohamed El Bachir El Ibrahimi University of Bordj Bou Arreridj in Algeria towards the
implementation of metacognitive reading strategies in class. The purpose of this research was to
determine whether EFL teachers include metacognitive reading strategies in their classrooms as
well as whether EFL students implement these strategies in their reading. Moreover, it sought to
determine whether EFL teachers and learners are aware of the important use of metacognitive
reading strategies. This study was based on a quantitative research design. The data were collected
through questionnaires and it was distributed to 27 third-year EFL students and 11 teachers who
were randomly chosen. The findings demonstrated that EFL third-year students at Mohamed El
Bachir El Ibrahimi University of Bordj Bou Arreridj sometimes implement metacognitive reading
strategies in their reading. However, students are not aware of the importance of implementing
metacognitive reading strategies and how it affects their reading comprehension positively. In
addition, the results showed that EFL teachers at Mohamed El Bachir El Ibrahimi University of
Bordj Bou Arreridj generally teach and use metacognitive reading strategies in their classrooms.
This research was an attempt to raise teachers and students awareness about the important use of
these strategies as well as highlight their effectiveness in overcoming reading comprehension
difficulties.
