THE APPLICATION OF METACOGNITIVE STRATEGIES IN READING COMPREHENSION: A SYSTEMATIC LITERATURE REVIEW
DOI:
https://doi.org/10.35631/IJMOE.830023Keywords:
Metacognitive Strategies, Reading Comprehension, Reading Strategies, Systematic Literature ReviewAbstract
This systematic review synthesizes findings from 33 empirical studies published between 2015 and 2025 and indexed in the Web of Science Core Collection to examine the role of metacognitive reading strategies across diverse linguistic, educational, and technological contexts. Specifically, it investigates how technology-enhanced environments, such as digital platforms and blended learning, influence the use and effectiveness of metacognitive strategies; how these strategies interact with cognitive-affective factors, including motivation, emotion, and critical thinking, to affect reading performance; and how learner characteristics, such as gender and cultural background, shape strategy use and outcomes. The findings indicate that metacognitive reading strategies generally improve reading comprehension, critical thinking, and learner autonomy across both school and higher education settings. However, their effectiveness varies according to learner profiles, academic disciplines, and instructional contexts. The review further shows that digital environments provide valuable opportunities to support metacognitive regulation, although their success depends on the quality of instructional design and pedagogical support. Effective implementation consistently requires explicit strategy instruction, appropriate scaffolding, and sustained professional development for educators. At the same time, challenges related to sustainability, equitable access, and the scalability of interventions remain significant. Overall, the review concludes that metacognitive reading strategies are valuable tools for improving reading-related outcomes, but their impact depends on context-sensitive and well-supported implementation. It also highlights the need for future research to further integrate emerging technologies, address learner diversity more systematically, and refine instructional practices to enhance the long-term effectiveness of metacognitive strategy instruction.
Downloads
References
Acar-Erdol, T., & Akin-Arikan, Ç. (2022). Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes. Social Psychology of Education, 25(2), 537-566. https://doi.org/10.1007/s11218-022-09692-9
Afsharrad, M., & Sadeghi Benis, A. R. (2015). Differences between monolinguals and bilinguals/males and females in English reading comprehension and reading strategy use. International Journal of Bilingual Education and Bilingualism, 20(1), 34-51.
https://doi.org/10.1080/13670050.2015.1037238
Akin, A. (2022). Is reading comprehension associated with mathematics skills: Meta-analysis research. International Online Journal of Primary Education (IOJPE), 11(1), 47–6 https://doi.org/10.55020/iojpe.1052559
Albalhareth, A., & Alasmari, A. (2023). Metacognitive strategies implemented with d/Dhh students in upper elementary schools in Saudi Arabia. Thinking Skills and Creativity, 47, 101222. https://doi.org/10.1016/j.tsc.2022.101222
Albalhareth, A., Paul, P., & Alasmari, A. (2022). Teachers’ perceptions of metacognitive strategies and assessments used with D/deaf and hard of hearing students. Human Research in Rehabilitation, 12(2), 5–21. https://doi.org/10.21554/hrr.042201
Alenizi, M. A. K., & Alanazi, M. S. (2016). The effectiveness of metacognitive teaching strategies to enhance elementary school pupils’ reading skills in the northern border areas of Saudi Arabia. International Journal of English Linguistics, 6(4), 213-226. https://doi.org/10.5539/ijel.v6n4p213
Ali, A. M., & Razali, A. B. (2019). A review of studies on cognitive and metacognitive reading strategies in teaching reading comprehension for ESL/EFL learners. English Language Teaching, 12(6), 94-111. https://doi.org/10.5539/elt.v12n6p94
Alsalem, M. A. (2018). Exploring metacognitive strategies utilizing digital books: Enhancing reading comprehension among deaf and hard of hearing students in Saudi Arabian higher education settings. Journal of Educational Computing Research, 56(5), 645-674.
https://doi.org/10.1177/0735633117718226
Alshehri, A., Abdulhaleem, E., & Khan, A. (2025). Exploring the role of language proficiency, gender, track specialization, and IELTS scores in Saudi EFL learners’ metacognitive reading strategies. Cogent Education, 12(1), 2497144.
https://doi.org/10.1080/2331186X.2025.2497144
Artelt, C., & Schneider, W. (2015). Cross-country generalizability of the role of metacognitive knowledge in students’ strategy use and reading competence. Teachers College Record, 117(1), 1–32. https://doi.org/10.1177/016146811511700109
Asgari, M., & Rafiee, M. (2018). Meta-cognitive learning strategies: The effect of training strategies on memorizing, comprehension and the speed of reading. Khazar Journal of Humanities and Social Sciences, 21(3), 21–34.
https://doi.org/10.5782/2223-2621.2018.21.3.21
Aziz, M., & Rawian, R. (2022). Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners. Frontiers in Education, 7, 991015. https://doi.org/10.3389/feduc.2022.991015
Babashamasi, P., Kotamjani, S. S., & Noordin, N. B. (2022). The effect of explicit training of metacognitive reading strategies on online reading comprehension. Arab World English Journal. https://doi.org/10.24093/awej/call8.17
Baker, L., & Brown, A. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353–394). Longman.
Baki, Y. (2025). The effect of metacognitive awareness of reading strategies and reading comprehension self-efficacy perception on reading motivation. Participatory Educational Research, 12(1), 43–68. https://doi.org/10.17275/per.25.3.12.1
Benedict, K. M., Rivera, M. C., & Antia, S. D. (2015). Instruction in metacognitive strategies to increase deaf and hard-of-hearing students’ reading comprehension. Journal of Deaf Studies and Deaf Education, 20(1), 1-15. https://doi.org/10.1093/deafed/enu026
Berenji, S. (2021). Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem‐Based Learning in an EFL Context. Education Research International, 2021(1), 6766793. https://doi.org/10.1155/2021/6766793
Bozgun, K., & Akin-Kosterioglu, M. (2023). Self-confidence as the predictor of metacognitive awareness in high school students. Participatory Educational Research, 10(1), 375–388. https://doi.org/10.17275/per.23.20.10.1
Britt, M. A., Rouet, J.-F., & Durik, A. M. (2017). Literacy beyond text comprehension: A theory of purposeful reading. Routledge. https://doi.org/10.4324/9781315682860
Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 453–481). Lawrence Erlbaum Associates.
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. Tesol Quarterly, 23(4), 647-678. https://doi.org/10.2307/3587536
Chamot, A. U. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 25, 112–130.
https://doi.org/10.1017/S0267190505000061
Channa, M. A., Abassi, A. M., Nordin, Z. S., Muhammad, J. K., & Arain, R. S. (2018). Investigating metacognitive strategies for overcoming barriers to reading comprehension: Insights from a Pakistani context. Journal of Language and Cultural Education, 6(1). https://doi.org/10.2478/jolace-2018-0003
Chen, C. (2020). New findings in Reading literacy assessment among students in the four provinces/municipalities of China in PISA 2018. Journal of East China Normal University (Education Science), 05, 22–62.
https://xbjk.ecnu.edu.cn/EN/10.16382/j.cnki.1000-5560.2020.05.002
Es-sarrad, J., Benzehaf, B., & Razkane, H. (2025). Cross-linguistic awareness of metacognitive reading strategies in Standard Arabic (L1) and English (L3) among Moroccan EFL undergraduate students: a mixed-methods study. International Journal of Multilingualism, 1-22. https://doi.org/10.1080/14790718.2025.2599131
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231–235). Lawrence Erlbaum Associates.
https://doi.org/10.4324/9781032646527-16
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906.
https://doi.org/10.1037/0003-066X.34.10.906
Furnes, B., & Norman, E. (2015). Metacognition and reading: Comparing three forms of metacognition in normally developing readers and readers with dyslexia. Dyslexia, 21(3), 273-284. https://doi.org/10.1002/dys.1501
Galeano, R. R., Salgado, A. G., & Arellano, D. L. (2020). Metacognitive Strategies and Learning Quality: A Systematic Mapping Study. International Association for Development of the Information Society. https://doi.org/10.33965/icedutech2020_202002L007
Ghaith, G., & El-Sanyoura, H. (2019). Reading Comprehension: The Mediating Role of Metacognitive Strategies. Reading in a Foreign Language, 31, 19-43.
https://doi.org/10.64152/10125/66748
Ghaith, G. M. (2020). Foreign language reading anxiety and metacognitive strategies in undergraduates’ reading comprehension. Issues in Educational Research, 30(4), 1310-1328. https://search.informit.org/doi/10.3316/informit.606167839598214
Hasani, A., & Pahamzah, J. (2022). Relationship Approach to Cognitive and Metacognitive Strategies on EFL Students’ Reading Comprehension. Eurasian Journal of Applied Linguistics, 8(2), 16-23. http://dx.doi.org/10.32601/ejal.911537
Huo, N., & Cho, Y. C. (2020). Investigating effects of metacognitive strategies on reading engagement: managing globalized education. The Journal of Industrial Distribution & Business, 11(5), 17-26. https://doi.org/10.13106/jidb.2020.vol11.no5.17
International Association for the Evaluation of Educational Achievement (IEA). (2020). PIRLS 2021 assessment frameworks (2nd ed.).
https://www.iea.nl/publications/assessment-framework/pirls-2021-assessment-frameworks
Israel, S. E. (2007). Using metacognitive assessments to create individualized reading instruction. Newark, DE: International Reading Association.
Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3-4), 255-278. https://doi.org/10.1080/00461520.1987.9653052
Jang, E., Seo, Y. S., & Brutt‐Griffler, J. (2023). Building academic resilience in literacy: Digital reading practices and motivational and cognitive engagement. Reading Research Quarterly, 58(1), 160-176. https://doi.org/10.1002/rrq.486
Jang, E., Seo, Y. S., & Brutt-Griffler, J. (2025). The mediating effect of metacognitive strategies on the relationship between reading motivation and reading achievement in multilingual and english-dominant students. Reading and Writing, 38(5), 1271-1289. https://doi.org/10.1007/s11145-024-10555-2
Jozwik, S. L., & O’Quin, C. B. (2025). Metacognitive monitoring and multimodal cueing to support reading comprehension for multilingual students with developmental disabilities. The Journal of Special Education. https://doi.org/10.1177/00224669251393231
Kamis, M. S., Lubis, M. A., Mohamad, N., Kasim, A. A. M., & Sjahrony, A. (2017). The impact of metacognitive strategy (MCS) in reading arabic text among SMK Agama students in Seremban. 3L, Language, Linguistics, Literature, 23(4).
https://doi.org/10.17576/3L-2017-2304-17
Kan, T., Noordin, N., & Ismail, L. (2024). Implementation of metacognitive reading strategies to improve English reading ability: A systematic review. International Journal of Learning, Teaching and Educational Research, 23(7), 368-389.
https://doi.org/10.26803/ijlter.23.7.19
Khellab, F., Demirel, Ö., & Mohammadzadeh, B. (2022). Effect of teaching metacognitive reading strategies on reading comprehension of engineering students. Sage Open, 12(4), 21582440221138069. https://doi.org/10.1177/21582440221138069
Kim, H. (2016). The relationships between Korean university students’ reading attitude, reading strategy use, and reading proficiency. Reading Psychology, 37(8), 1162-1195. https://doi.org/10.1080/02702711.2016.1193581
Leonet, O., Arocena, E., & Saragueta, E. (2025). Young bilingual students’ use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language. Literacy, 59(2), 135-150. https://doi.org/10.1111/lit.12383
Liao, R. J., & Lee, K. (2024). The interplay between metacognitive knowledge, L2 language proficiency, and question formats in predicting L2 reading test scores. Education Sciences, 14(4), 370. https://doi.org/10.3390/educsci14040370
Lin, L., Lam, J. W. I., & Tse, S. K. (2019). Test takers’ strategy use and L2 Chinese reading test performance in mainland China: A structural equation approach. Studies in Educational Evaluation, 60, 189-198. https://doi.org/10.1016/j.stueduc.2019.01.002
Martelletti, D. M., Luzuriaga, M., & Furman, M. (2023). ‘What makes you say so?’ Metacognition improves the sustained learning of inferential reading skills in English as a second language. Trends in Neuroscience and Education, 33, 100213.
https://doi.org/10.1016/j.tine.2023.100213
McCormick, C. B. (2003). Metacognition and learning. In W. M. Reynolds & G. E. Miller (Eds.), Handbook of psychology: Vol. 7. Educational psychology (pp. 79–102). John Wiley & Sons. https://doi.org/10.1002/0471264385.wei0705
Mijušković, M., & Simović, S. (2016). The 21st century English language reading classroom in Montenegro: The influence of metacognitive strategies on university students’ attitudes regarding the process of reading in English. Porta Linguarum, (26), 23–36. https://doi.org/10.30827/Digibug.53921
Miyamoto, A., Pfost, M., & Artelt, C. (2019). The relationship between intrinsic motivation and reading comprehension: Mediating effects of reading amount and metacognitive knowledge of strategy use. Scientific Studies of Reading, 23(6), 445-460.
https://doi.org/10.1080/10888438.2019.1602836
Mohseni, F., Seifoori, Z., Ahangari, S., & Khajavi, Y. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension. Cogent Education, 7(1), 1720946. https://doi.org/10.1080/2331186x.2020.1720946
Mokhtari, K., & Reichard, C. (2004). Investigating the Strategic Reading Processes of First and Second Language Readers in Two Different Cultural Contexts. System, 32(3), 379-394. https://doi.org/10.1016/j.system.2004.04.005
Monika, M., & Devi, A. (2022). A systematic review on the effectiveness of metacognitive strategies and multimodal tools in blended learning English language classroom. Theory and Practice in Language Studies, 12(11), 2239-2252. https://doi.org/10.17507/tpls.1211.03
Msaddek, M. (2016). The impact of metacognitive strategy training on comprehension monitoring among Moroccan EFL university learners. Arab World English Journal (AWEJ), 7(4). https://doi.org/10.24093/awej/vol7no4.10
Muche, T., Simegn, B., & Shiferie, K. (2024). Self-efficacy and metacognitive strategy use in reading comprehension: EFL learners’ perspectives. The Asia-Pacific Education Researcher, 33(1), 219-227. https://doi.org/10.1007/s40299-023-00721-5
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862.
https://doi.org/10.29333/iji.2020.13257a
Mukhlif, Z., & Amir, Z. (2017). Investigating the Metacognitive Online Reading Strategies employed by Iraqi EFL Undergraduate Students. Arab World English Journal (AWEJ), 8(1), 372-385. https://doi.org/10.24093/awej/vol8no1.26
Navarro, Z. I. T. (2021). Metacognitive strategies for reading comprehension in basic education students. Asian Journal of Education and Social Studies, 14(4), 34-46.
https://doi.org/10.9734/ajess/2021/v14i430362
Nicolielo-Carrilho, A. P., & Hage, S. R. D. V. (2017). Metacognitive reading strategies of children with learning disabilities. CoDAS 29 (3). Sociedade Brasileira de Fonoaudiologia. https://doi.org/10.1590/2317-1782/20172016091
Nordin, Z. S., Channa, M. A., & Abassi, A. M. (2018). A Quantitative Research for Improving Reading Comprehension of First Year Engineering Students of QUEST, Pakistan Through Metacognitive Strategies. International Journal of English Linguistics, 8(4). https://doi.org/10.5539/ijel.v8n4p73
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
https://doi.org/10.1017/CBO9781139524490
Organisation for Economic Co-operation and Development (OECD). (2019a). PISA 2018 results (Volume I): What students know and can do. OECD Publishing.
https://doi.org/10.1787/5f07c754-en
Organisation for Economic Co-operation and Development (OECD). (2019b). PISA 2018 assessment and analytical framework. PISA, OECD Publishing.
https://doi.org/10.1787/b25efab8-en
Ortega-Ruipérez, B., Pereles, A., & Lázaro, M. (2024). Impact of a Digital Tool to Improve Metacognitive Strategies for Self-Regulation During Text Reading in Online Teacher Education. Journal of Information Technology Education: Innovations in Practice, 23. https://doi.org/10.28945/5305
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Papleontiou-Louca, E. (2003). The concept and instruction of metacognition. Teacher Development, 7(1), 9-30. https://doi.org/10.1080/13664530300200184
Paul, J., Khatri, P., & Kaur Duggal, H. (2024). Frameworks for developing impactful systematic literature reviews and theory building: What, Why and How? Journal of Decision Systems, 33(4), 537-550. https://doi.org/10.1080/12460125.2023.2197700
Perfetti, C., N. Landi and J. Oakhill (2005), The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227–247). Blackwell Publishing. http://dx.doi.org/10.1002/9780470757642.ch13.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum.
Purpura, J. E. (1997). An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47, 289–325. https://doi.org/10.1111/0023-8333.91997009
Purpura, J. E. (1999). Learner strategy use and performance on language tests: a structural equation modeling approach. Cambridge: Cambridge University Press.
Razkane, H., & Diouny, S. (2024). Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners. International Journal of Multilingualism, 21(2), 1092-1115.
https://doi.org/10.1080/14790718.2022.2144325
Razkane, H., Sayeh, A. Y., Diouny, S., & Yeou, M. (2023). Eleventh-grade students’ use of metacognitive reading strategies in Arabic (L1) and English (L3). International Journal of Instruction, 16(1), 573–588. https://doi.org/10.29333/iji.2023.16132a
Reshadi-Gajan, E., Assadi, N., & Davatgari Asl, H. (2020). Reading metacognitive strategy awareness and use in reciprocal teaching Settings: Implementing a computerized RMSA system. Journal of Educational Computing Research, 58(7), 1342-1371.
https://doi.org/10.1177/0735633120937437
Rianto, A. (2021). Examining gender differences in reading strategies, reading skills, and English proficiency of EFL University students. Cogent Education, 8(1), 1993531. https://doi.org/10.1080/2331186X.2021.1993531
Riyadi, I., Hersulastuti, Nugrahaningsih, T. K., & Sudana, I. M. (2019). Enhancing comprehensive reading skills: learning from metacognitive strategy. International Journal of Innovation and Learning, 26(4), 391-406. https://doi.org/10.1504/IJIL.2019.102904
Rodríguez Riberosup, B. A., Calderón Sánchezsup, M. E., Leal Reyes, M. H., & Arias-Velandia, N. (2016). Uso de estrategias metacomprensivas para el fortalecimiento de la comprensión lectora en estudiantes de segundo ciclo de un colegio oficial en Bogotá, Colombia. Folios, (44), 93-108. https://doi.org/10.17227/01234870.44folios93.108
Ruipérez, B. O. (2022). The role of metacognitive strategies in blended learning: Study habits and reading comprehension. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 219-234. https://doi.org/10.5944/ried.25.2.32056
Salameh, L. A., Salameh, Z. A., & Al-Emami, A. H. (2019). Measuring the effect of cognitive and metacognitive questioning strategies on EFL learners’ reading comprehension in understanding, critical thinking and the quality of schema at the University of Hail-KSA. International Journal of English Linguistics, 9(5), 12-28.
https://doi.org/10.5539/ijel.v9n5p12
Schiff, R., Nuri Ben-Shushan, Y., & Ben-Artzi, E. (2017). Metacognitive strategies: A foundation for early word spelling and reading in kindergartners with SLI. Journal of Learning Disabilities, 50(2), 143-157. https://doi.org/10.1177/0022219415589847
Schmitt, M. C. (2005). Measuring students’ awareness and control of strategic processes. In S. E. Israel, C. C. Block, K. L. Bauserman, & K. Kinnucan-Welsch (Eds.), Metacognition in literacy learning: Theory, assessment, instruction, and professional development (pp. 123–142). Routledge. https://doi.org/10.4324/9781410613301-16
Shang, H. F. (2016). Online metacognitive strategies, hypermedia annotations, and motivation on hypertext comprehension. Journal of Educational Technology & Society, 19(3), 321-334. https://www.jstor.org/stable/jeductechsoci.19.3.321
Shang, H. F. (2017). Exploring metacognitive strategies and hypermedia annotations on foreign language reading. Interactive Learning Environments, 25(5), 610-623.
https://doi.org/10.1080/10494820.2016.1171787
Shang, H. F. (2018). EFL medical students’ metacognitive strategy use for hypertext reading comprehension. Journal of Computing in Higher Education, 30(2), 259-278.
https://doi.org/10.1007/s12528-017-9156-y
Sheorey, R., & Mokhtari, K. (2001). Differences in the Metacognitive Awareness of Reading Strategies among Native and Non-native Readers. System, 29(4), 431-449.
https://doi.org/10.1016/S0346-251X(01)00039-2
Shih, H. C. J., & Huang, S. C. (2018). EFL learners’ metacognitive strategy use in reading tests. English Teaching & Learning, 42(2), 117-130.
https://doi.org/10.1007/s42321-018-0007-3
Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Sutiyatno, S., & Sukarno, S. (2019). A survey study: The correlation between metacognitive strategies and reading achievement. Theory and Practice in Language Studies, 9(4), 438–444. https://doi.org/10.17507/tpls.0904.11
Taki, S. (2016). Metacognitive online reading strategy use: Readers’ perceptions in L1 and L2. Journal of Research in Reading, 39(4), 409-427.
https://doi.org/10.1111/1467-9817.12048
Tavakoli, H., & Koosha, M. (2016). The effect of explicit metacognitive strategy instruction on reading comprehension and self-efficacy beliefs: The case of Iranian university EFL students. Porta Linguarum, 25, 119–133. https://doi.org/10.30827/Digibug.53893
Urban, M., Urban, K., & Nietfeld, J. L. (2023). The effect of a distributed metacognitive strategy intervention on reading comprehension. Metacognition and Learning, 18(2), 405-424. https://doi.org/10.1007/s11409-023-09334-1
Van den Broek, P., Bohn-Gettler, C. M., Kendeou, P., Carlson, S., & White, M. J. (2011). When a reader meets a text: The role of standards of coherence in reading comprehension. In M. T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 123–139). Information Age Publishing.
https://doi.org/10.1108/978-1-61735-531-820251007
Wei, D., Xu, C., & Zheng, X. (2025). Motivation and metacognitive strategy use in reading English as a foreign language among adolescent learners. The Asia-Pacific Education Researcher, 34(3), 1091-1099. https://doi.org/10.1007/s40299-024-00923-5
Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515
Xia, L., Yang, L., & Yan, B. (2022). The influence of metacognitive strategies in reading on students’ mathematics achievement: Based on PISA 2018 data analysis. Journal of China Examinations, 1, 76–85. https://doi.org/10.19360/j.cnki.113303/g4.2022.01.010
Yulita, D., & Napitupulu, M. H. (2023). Metacognitive Reading Strategies in EFL Context: A Systematic Literature Review. Indonesian Educational Research Journal, 1(1), 18-25. https://doi.org/10.56773/ierj.v1i1.13
Zhang, W., & Lian, R. (2024). The impact of reading metacognitive strategies on mathematics learning efficiency and performance: An analysis using PISA 2018 data in China. Acta Psychologica, 246, 10424. https://doi.org/10.1016/j.actpsy.2024.104247
