The purpose of this experimental study is threefold. First is to investigate how significantly EFL learner’s competence in the English pronoun as cohesive tie correlates with their reading proficiency. Second is to search for pedagogical implications for acquisition of the pronouns with reference to awareness-raising instruction. Third is to examine how narration variation affects EFL learners’ co-interpretative competence in the pronouns created in descriptive or direct speech narration. The subjects were grouped into two by pedagogical variable, i.e. awareness- raising instruction. Both control and experimental groups were given three tests: 1) house-made Toefl as pretest or norm test, and two post-tests: 2) Pronoun Test in which every pronoun was asked to be co-interpreted with its referents in the reading text; 3) Reading Proficiency Test constructed by a close technique. All the test scores were statistically processed in terms of t-test and the Pearson correlation. The statistics revealed a positively significant correlation (0.743 or 0.629) between EFL learners’ co-interpretive competence in the English pronoun and their reading proficiency. Furthermore, the impact of awareness- raising instruction turned out to be significant for co-interpretive competence and thus for reading proficiency. This experimental study concludes that higher competence in the pronoun corresponds to higher proficiency in reading. Thus acquisition of English pronouns must be facilitated at the discourse level by means of intra, inter, and intra-intersentential co-interpretation with their referents.