In language learning, in particular second language learning context, the development of learners＇ metacognition has been urged by quite a number of strategy researchers （e.g., Anderson, 2002; Rubin, 2001; Wenden, 2000）. However, as a concept coined in psychology, the concretization of metacognition in pedagogy has brought a great challenge to language teachers. This paper introduces a metacognitive reading strategy instruction model--KWL plus--to college-level English courses in the Chinese EFL context. By adopting a pre-post experimental and control group design, the 16-weeks＇ intervention in this study reveals that students in the experimental group benefit in this strategy training program. Participants＇ end-of-training learning reports also indicate the possibility of integrating this metacognitive instruction in Chinese university EFL reading courses.
