Metacognitive awareness is crucial in enhancing English as a Foreign Language (EFL) learners' reading comprehension by enabling them to regulate, monitor, and adapt their reading strategies. This study investigates how EFL learners implement metacognitive awareness in their use of reading strategies and examines its benefits. Using a qualitative descriptive approach, data were collected from five 5th-semester students enrolled in the Academic Reading and Writing course at UIN Walisongo Semarang. The research employed questionnaires based on the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and semi-structured interviews to gain an in-depth understanding of students’ reading behaviors. Findings show that students actively use three categories of reading strategies: Global Reading Strategies (GLOB), Problem-Solving Strategies (PROB), and Support Reading Strategies (SUP), with a medium to high level of metacognitive awareness. Problem-solving strategies were most frequently used (mean = 4), including adjusting reading speed, rereading, and visualizing key ideas. Global Reading Strategies (mean = 3.56) involved purposeful reading, text previewing, skimming, scanning, and critical evaluation. Support Reading Strategies (mean = 3.42) included note-taking, summarizing, discussing, and using reference materials. The study highlights several benefits of metacognitive awareness, such as improved reading comprehension, enhanced self-regulation, increased reading efficiency, and better academic performance. These findings suggest that explicit instruction in metacognitive reading strategies should be integrated into EFL teaching to promote self-regulated learning. Additionally, students should be encouraged to adapt strategies based on reading contexts. Future research could explore the long-term effects of metacognitive strategy instruction on academic success and independent learning.
Keywords: EFL Learners Reading Strategies, Global Reading Strategies, Metacognitive Awareness Problem-Solving Strategies, Support Reading Strategies.