Assessing Metacognitive Awareness and Learning strategies as Positive Predictors in Promoting L2 Learners’ Reading Comprehension

Abstract The purpose of this paper was to investigate how differently metacognitive, cognitive, and social/affective strategies affect L2 learners’ reading comprehension. To this end, the study employed a quasi-experimental design with a placement test as a proficiency test to find the homogeneity of groups. Each group received one main strategy and then, according to Oxford (1990) training model, the researcher taught and employed those strategies in reading comprehension texts. Learners’ improvement was measured during the six sessions of teaching and employing those strategies in responding to reading questions. One-way ANOVAs with post hoc comparisons indicated that metacognitive group significantly outperformed the other groups and, so metacognitive strategies are more effective in promoting L2 learners’ reading comprehension.