Numerous studies have shown that thinking aloud while reading can be an effective instructional technique in helping students improve their reading comprehension. However, most of the studies that examined the effects of think-aloud involve subjects reading individually and carried out in isolation away from the classroom context. Recently, researchers have begun to explore efforts to engage students in constructing meaning from text through collaborative discussions. Hence, framed within Vygotsky's socio-cognitive theories, this study is an attempt to examine the effects of combining think-aloud and collaboration in the classroom context in enhancing reading comprehension among English as Second Language (ESL) students at tertiary level in Malaysia. A quasi-experimental design using two intact classes of ESL students was used in examining the effects. The findings, pedagogical implications and limitations of the study will also be discussed.