الفهرس 
ABSTRACTOnly 14 pages are availabe for public view
 |  | from | 551 |  |  |
| | | from | 551 | | |
Abstract
The present study aimed at investigating the effect of using a program based on cognitive and metacognitive language learning strategies in developing EFL students’ comprehension of written discourse and enhancing their inductive thinking skills. It also aimed at identifying the skills most needed to comprehend written discourse, the cognitive and metacognitive strategies that can improve EFL students’ comprehension of written discourse. The participants of the study were twenty six second year EFL students at Palestine Ahliya University. The researcher used the one group pre-post-test design; therefore, the participants were first pretested using the comprehension of written discourse test and inductive thinking skills test. After implementing the program, they were post tested using the same instruments. The results were analyzed and revealed that there were statistically significant differences at 0.05 level between the mean scores of research group in the pre-post administration of the comprehension of written discourse test and the inductive thinking skills test favoring post testing, which means that the use of cognitive and metacognitive language learning strategies was effective in developing EFL students’ comprehension of written discourse and in enhancing their inductive thinking skills. Some recommendations and suggestions for further research were presented.
Key words: language learning strategies, comprehension of written discourse and inductive thinking skills