Author Description

The present investigation draws on the distinction between transmission and constructivist approach to instruction of EFL reading. While transmission paradigm assumes an independent identity for knowledge, constructivism postulates that knowledge is constructed variably and individually by the learners. Following Wolf (1994) who considered construction of knowledge as the basis for foreign language learning, this study is an attempt to compare and contrast how EFL learners develop their knowledge of reading as an important skill and also the associated metacognition processes through two contexts of instruction contrived on constructivism and transmission approaches.