Abstract
This is a practical report focused on using reading material to promote metacognitive ability for students with an advanced level of Japanese. The material enables students to learn reading strategies related to four metacognitive processes: planning, monitoring, problem solving, and evaluation. A questionnaire was distributed before and after using the material in class to assess students' metacognitive awareness and perceived use of reading strategies. This was followed by an interview survey of students whose questionnaire results changed significantly and of those who did not change. The data suggests using the classroom practices had various effects on students' metacognitive awareness when reading.
