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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 utilizeddoi:10.30743/ll.v3i2.1867 fatcat:ix6qr5hp4bc5ndmevfzq577lxe