The Role of Metacognitive Strategies in English Reading Comprehension: A Study on Advanced-level EFL (English as a Foreign Language) Learners

This article investigates the significance of metacognitive strategies employed by advanced-level English as a Foreign Language (EFL) learners in the context of English reading comprehension. Metacognitive strategies refer to cognitive processes used to monitor reading comprehension, regulate self-awareness throughout the reading process, and adjust strategies to enhance comprehension of English texts. The main objective of this study is to examine the impact of utilizing metacognitive strategies on improving English reading comprehension among advanced-level EFL learners. Employing an empirical research approach, a sample of advanced-level language learners is selected to participate in the experiment. The article addresses data collection methods, measurement tools employed, data analysis techniques utilized, and presents a detailed analysis of the obtained results. Additionally, suggestions and recommendations for enhancing the utilization of metacognitive strategies are discussed.