Improving Reading Comprehension of EFL Learners through Metacognitive Strategies

Reading comprehension is one of the core learning abilities that plenty learners struggle with. Being an active process reading and extracting meaning from text, this cognitive skill requires effective use strategic processes. To help perform better in comprehension, action research, which aims to identify effects metacognitive strategies on level thirty-three Grade-7 L2 learners, was conducted. A validated researcher-made test, observation checklist, interview guide were used gather data. Results show average pretest above posttest. As observed, while text by making annotations they reading. Most them said able monitor their asking questions predictions text. Thus, there increase performance after intervention. Accordingly, are useful developing learners.