Language Literacy: Journal of Linguistics, Literature and Language Teaching Volume 3, Number 2, pp: 162-177, December 2019 e-ISSN: 2580-9962 | p-ISSN: 2580-8672 DOI: 10.30743/ll.v3i2.1867 https://jurnal.uisu.ac.id/index.php/languageliteracy 162 Nationally Accredited and indexed in DOAJ REFLECTIVE THINKING STRATEGIES FOR DEVELOPING EFL LITERARY READING SKILLS AND METACOGNITIVE READING AWARENESS Eman Mahmoud Ibrahim Alian Faculty of Sciences and Arts King Khalid University (KKU), Saudi Arabia E-mail: aalayan@kku.edu.sa Received: 27 October 2019 Accepted: 26 November 2019 Abstract The present study is aimed at examining the effect of reflective thinking strategies on developing literary reading skills and metacognitive reading awareness of the EFL student teachers. The study adopted the quasi- experimental design. One experimental group of 40 major English students at the third-year Faculty of Education, Zagazig University in Egypt, participated in the study. The treatment conducted in fourteen sessions through teaching King Lear drama by Shakespeare. The utilized instruments included a literary reading test that was developed and used as a pre-post test and a metacognitive reading awareness scale, which was also designed by the researcher and approved by the jury members. Parametric statistical calculations have used for data analysis through the SPSS program. Results revealed that reflective thinking had a positive effect on developing literacy reading skills and metacognitive reading awareness of the EFL student teachers. Keywords: reflective thinking, literary reading, metacognitive awareness, EFL student teachers. 1. Introduction Reading is one of the most important lifelong learning skills for all learners as it enables them to gain information in different fields of life. Besides, it is a means of learning in all subject areas. Through reading, one can interact with other different cultures and benefit from them at the same time. Extensive exposure to various reading passages sets the stage for thinking about and discussing very crucial matters. Reading literature evokes the readers' minds to think through its events and to find meanings behind words. It also broadens their experiences and gives them opportunities to learn the four language skills. Van (2009) stated that for many university teachers of English as a foreign language, the study of literature is indispensable because it exposes students to meaningful contexts that are replete with descriptive language and interesting characters. Structuring lessons around the reading of literature introduce a profound range of vocabulary, dialogues, and prose. In addition to developing students' English language skills, teaching literature also appeals to their imagination, promotes cultural awareness, and encourages critical thinking about plots, themes, and characters. To be actively engaged in the process of reading, students should be aware of their cognitive processes, their employed strategies, and how to regulate them. Therefore, there is a close relationship between the process of reading and awareness. Mokhtari and Sheorey (2002) clarified that the term metacognitive awareness includes readers’ conscious