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Abstract
The present study aimed at developing the necessary reading comprehension and writing skills of the EFL first year secondary school students as well as their self-efficacy in these skills through using the metacognitive strategies. The study adopted the experimental pretest- posttest control group/experimental group design. The English Reading and Writing Skills Checklist, the Metacognitive Awareness of Reading and Writing Strategies Inventory (MARWSI), and the Reading and Writing Self-Efficacy Questionnaire were validated by a panel of jury specialized in field of curricula and methods of teaching English. In light of the skills identified, a pre-post reading and writing test was developed to measure the students’ reading comprehension and writing skills. Two intact classes were randomly selected from one of Suez governmental secondary schools (The Six of October Secondary School for Boys) to serve as the experimental group (n=30 students) and the control group (n=30 students). The experimental group students received English reading and writing instruction using the metacognitive strategies, while the control group students received regular reading and writing instruction. The metacognitive strategies were taught over a period of three months. The results of the study showed that the experimental group students outperformed the control group students in the reading and writing skills and their self-efficacy in these skills became higher