ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Metacognitive reading awareness plays a significant role in reading comprehension and educational process. It has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading awareness is exacerbated by the central role of reading comprehension in education success. One solution to the problem of poor reading comprehension is the learning of metacognitive reading strategy skills. Metacognitive reading strategy ability and its awareness needs to be focused in language learning and teaching. The present study is an attempt to find out whether “meta-cognitive reading awareness” enhances students’ reading comprehension. Furthermore, it attempts to detect the relationship between metacognitive reading strategy awareness and reading comprehension. This study focuses on the four main issues. First, it discusses the definition of metacognitive awareness and its significance. Second, it determines the level of reading comprehension of grade 6 learners. Third, the relationship between metacognitive awareness and reading comprehension of learners. Fourth, the variables of metacognitive awareness that could influence reading comprehension of learners. Findings are of great significance and can be advantageous to improve learners’ metacognitive reading comprehension skills. Metacognitive reading comprehension skills have a positive effect on learning a second language and learners can gain the skills they need for effective communication in English. Keywords — Metacognitive reading strategy, reading comprehension, learners, teaching metacognitive strategy