چكيده فارسي :
Reading as one of the four basic skills holds a vital role and is also a source of input in an EFL setting. On the other hand, learning strategies and selfefficacy beliefs are accounted as facilitators that empower the learners to act as autonomous ones who strive to regulate their learning and become successful language learners, consequently. Hence, this study aimed to investigate the role of strategy instruction, and selfefficacy beliefs on the achievement of Iranian EFL learners in reading comprehension. Using a quasiexperimental research design, 90 EFL students of a private institute in Tehran were selected as the research sample and assigned to one control and two experimental groups. The learners in experimental groups were instructed three cognitive and metacognitive strategies taken from Oxfords Strategy Classification. In the meantime, the control group was taught the readings only through paraphrasing and sentence making with no strategybased instruction. A selfefficacy questionnaire was also completed before and after strategy treatments. The findings of the study demonstrate a significant difference between the control and experimental groups. The results revealed that strategy instruction can effectively contribute to improving the learner ability in reading comprehension. Further, the results indicated that the learners selfefficacy was enhanced due to strategy instruction. Finally, based on the results, it was evident that there is a positive relationship between the learners selfefficacy and their reading comprehension.
