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The Impact of Cognitive and Metacognitive Reading Strategies on EFL Students’ Reading Comprehension

Language Circle: Journal of Language and Literature · Vol. 20 No. 1 (2025) · pp. 372–386

DOI
10.15294/lc.v19i2.21061
ISSN
2460-853X, 1858-0157
Published
2025-04-30
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Academic success among EFL learners is closely linked to their foundational skills in reading comprehension. However, many students continue to struggle with understanding English texts within a limited timeframe. This difficulty stems from the fundamental purpose of reading: to comprehend written content in order to follow specific instructions. Since cognitive and metacognitive strategies are interrelated where metacognitive strategies oversee and regulate cognitive processes, their combined use is considered effective in enhancing reading comprehension skills. This study aims to investigate the extent to which cognitive and metacognitive reading strategies simultaneously impact EFL students' reading comprehension using mixed methods (quantitative-qualitative) of one-group pre-experimental design. Data were obtained through English literacy pre-test and post-tests, questionnaires, and classroom observation. The treatments were cognitive and metacognitive reading strategies taught by two expert teachers to 60 EFL students. Quantitative data were analyzed using descriptive statistics to investigate EFL students' reading comprehension and their reading strategy awareness before and after treatment. Inferential statistics using paired sample t-tests revealed a significant difference between EFL students’ reading comprehension before and after treatment (p-value FTable) with an impact of 43.8% (moderate). Qualitative data analyzed descriptively revealed that almost all EFL students showed positive attitudes during the treatment given. This study is expected to present significant contributions for teachers to implement various cognitive and metacognitive reading strategies in their reading classes to enhance EFL students’ reading comprehension and assist them in overcoming the difficulties they face during the reading process.

Keywords

Collaboration network of the authors

40 authors · 160 co-authorship links · showing the 40 most connected

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  • Universitas Halu Oleo
  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Muhammad Syukri SadimantaraUniversitas Halu Oleo11
SRI REJEKIUniversitas Halu Oleo10
RH Fitri FaradillaAffiliation unknown10
Ansharullah AnsharullahUniversitas Halu Oleo8
Djoko SutopoAffiliation unknown8
Januarius MujiyantoAffiliation unknown8
Andi KhaeruniUniversitas Halu Oleo7
Mursid SalehAffiliation unknown7
Abdurrachman FaridiAffiliation unknown7
Hermanto HermantoUniversitas Halu Oleo6
Widhiyanto WidhiyantoAffiliation unknown6
Issy YuliasriAffiliation unknown6
Sri Wuli FitriatiAffiliation unknown6
Rudi HartonoAffiliation unknown6
Asnani AsnaniAffiliation unknown5
Dwi Anggani Linggar BharatiAffiliation unknown5
Sri Wuli FitriatiAffiliation unknown5
LA KARIMUNAUniversitas Halu Oleo4
Dwi Anggani Linggar BharatiAffiliation unknown4
Sigit PriatmokoState University of Semarang4
Hendi PratamaAffiliation unknown4
Zulfa SakhiyyaAffiliation unknown4
Tamrin TamrinUniversitas Halu Oleo3
Ahmad SofwanAffiliation unknown3
Subiyanto Hadi SaputroAffiliation unknown3
Zuraidah ZuraidahAffiliation unknown3
Rahayu Puji HaryantiAffiliation unknown3
Nur AsyikUniversitas Halu Oleo2
Sarinah SarinahAffiliation unknown2
Frimadhona SyafriAffiliation unknown2
Yuni Dwi SusantiAffiliation unknown2
Sri KadarwatiState University of Semarang2
F. ‪Widhi MahatmantiAffiliation unknown2
Safrika SafrikaAffiliation unknown1
Bagio BagioAffiliation unknown1
Rezqi MaliaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">The Impact of Cognitive and Metacognitive Reading Strategies on EFL Students’ Reading Comprehension</dc:title>
	<dc:creator xml:lang="en">Husna, Zumala</dc:creator>
	<dc:creator xml:lang="en">Wahyuni, Sri</dc:creator>
	<dc:creator xml:lang="en">Rukmini, Dwi</dc:creator>
	<dc:creator xml:lang="en">Wulandari, Rini Susanti</dc:creator>
	<dc:subject xml:lang="en">Reading Comprehension</dc:subject>
	<dc:subject xml:lang="en">Cognitive Reading Strategies</dc:subject>
	<dc:subject xml:lang="en">Metacognitive Reading Strategies</dc:subject>
	<dc:subject xml:lang="en">Student Attitudes</dc:subject>
	<dc:description xml:lang="en">Academic success among EFL learners is closely linked to their foundational skills in reading comprehension. However, many students continue to struggle with understanding English texts within a limited timeframe. This difficulty stems from the fundamental purpose of reading: to comprehend written content in order to follow specific instructions. Since cognitive and metacognitive strategies are interrelated where metacognitive strategies oversee and regulate cognitive processes, their combined use is considered effective in enhancing reading comprehension skills. This study aims to investigate the extent to which cognitive and metacognitive reading strategies simultaneously impact EFL students' reading comprehension using mixed methods (quantitative-qualitative) of one-group pre-experimental design. Data were obtained through English literacy pre-test and post-tests, questionnaires, and classroom observation. The treatments were cognitive and metacognitive reading strategies taught by two expert teachers to 60 EFL students. Quantitative data were analyzed using descriptive statistics to investigate EFL students' reading comprehension and their reading strategy awareness before and after treatment. Inferential statistics using paired sample t-tests revealed a significant difference between EFL students’ reading comprehension before and after treatment (p-value&amp;lt;0.05). Analysis of multiple linear regression also revealed a significant impact of cognitive and metacognitive reading strategies on EFL students’ reading comprehension simultaneously (p-value&amp;lt;0.05 and FComputed&amp;gt;FTable) with an impact of 43.8% (moderate). Qualitative data analyzed descriptively revealed that almost all EFL students showed positive attitudes during the treatment given. This study is expected to present significant contributions for teachers to implement various cognitive and metacognitive reading strategies in their reading classes to enhance EFL students’ reading comprehension and assist them in overcoming the difficulties they face during the reading process.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-04-30</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LC/article/view/21061</dc:identifier>
	<dc:identifier>10.15294/lc.v19i2.21061</dc:identifier>
	<dc:source xml:lang="en">Language Circle: Journal of Language and Literature; Vol. 20 No. 1 (2025): April 2025 Regular Issue; 372 - 386</dc:source>
	<dc:source>2460-853X</dc:source>
	<dc:source>1858-0157</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LC/article/view/21061/3835</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Language Circle: Journal of Language and Literature</dc:rights>
</oai_dc:dc>