<p>Feedback guidance is a common approach to influencing strategy choice, primarily aimed at correcting students’ false metacognitive beliefs and promoting behavioral change. However, interventions that focus solely on cognitive perspectives may result in a gap between “knowing” and “doing,” where students understand the guidance but struggle to implement it. Reward expectation can effectively address this issue. In this study, feedback guidance was provided to all participants, and in Experiment 1, reward expectations were added for half of the participants. This aimed to explore whether the combination of these two interventions would have a superimposed effect on students’ strategy choices under immediate conditions. Experiment 2 investigated whether this combination would yield a delayed effect on strategy choice. The results suggest that under immediate intervention conditions, both feedback guidance and reward expectation independently influence students’ strategy selection. However, under delayed intervention conditions, the combination of these two approaches improves students’ use of retrieval practice strategies, producing a superimposed benefit and demonstrating long-term effects. Feedback guidance can correct students’ metacognitive beliefs, while reward expectation can stimulate students’ motivation to increase the selection of retrieval practices. The combination of these two approaches serves as an effective strategy intervention.</p>