Erin O'Reilly

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The current trend for extensive reading strategy instruction is through curricular integration with teacher modeling over time.  Autonomous learners, however, cannot benefit from this form of ongoing strategy instruction. This article presents a two-hour workshop model for explicit, academic reading strategy instruction as just-in-time learning designed for 23 undergraduate EFL students participating in a five-week research intensive study-abroad program. Workshop activities presented a series of metacognitive, cognitive, and memory strategies. Participants' reported key learning points, including awareness raising of reading strategies, annotation, and reverse outlines.  The findings offer evidence that there is significant value in just-in-time learning for explicit reading strategy instruction. Recommendations are made for workshop adaptation and future research.

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