نشریه بین المللی مطالعات زبان ، ادبیات ، فرهنگ و تاریخ 4 2 Iranian EFL Learners' Metacognitive Reading Strategies and Reading Comprehension: A Systematic Review Iranian EFL Learners' Metacognitive Reading Strategies and Reading Comprehension: A Systematic Review 1 10 10.22051/jera.2021.31891.2698 FA Mahdi Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran Narjes Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran 2023 08 27 This systematic review investigates the impact of metacognitive reading strategies on reading comprehension in English as a Foreign Language (EFL) learners, with a focus on the Iranian context. As metacognitive reading strategies play a vital role in the broader context of language learning and teaching, enhancing reading comprehension in EFL learners is crucial for their academic success and overall language proficiency. A comprehensive literature analysis examined the effectiveness of metacognitive reading strategies, such as planning, monitoring, and evaluating. The review identified challenges faced by Iranian EFL learners, including limited exposure to authentic English materials, traditional teaching methods, and cultural factors. Results indicated that incorporating metacognitive reading strategy instruction into the Iranian EFL curriculum can significantly improve learners' reading comprehension. Effective methods for teaching these strategies include explicit instruction, modeling, and scaffolding, as well as collaborative learning activities. The study has implications for EFL educators, policymakers, and curriculum designers in terms of integrating metacognitive reading strategies into instruction and addressing the influence of cultural factors. Future research could focus on longitudinal studies and explore individual differences in metacognitive reading strategy use among EFL learners. This systematic review investigates the impact of metacognitive reading strategies on reading comprehension in English as a Foreign Language (EFL) learners, with a focus on the Iranian context. As metacognitive reading strategies play a vital role in the broader context of language learning and teaching, enhancing reading comprehension in EFL learners is crucial for their academic success and overall language proficiency. A comprehensive literature analysis examined the effectiveness of metacognitive reading strategies, such as planning, monitoring, and evaluating. The review identified challenges faced by Iranian EFL learners, including limited exposure to authentic English materials, traditional teaching methods, and cultural factors. Results indicated that incorporating metacognitive reading strategy instruction into the Iranian EFL curriculum can significantly improve learners' reading comprehension. Effective methods for teaching these strategies include explicit instruction, modeling, and scaffolding, as well as collaborative learning activities. The study has implications for EFL educators, policymakers, and curriculum designers in terms of integrating metacognitive reading strategies into instruction and addressing the influence of cultural factors. Future research could focus on longitudinal studies and explore individual differences in metacognitive reading strategy use among EFL learners. /downloadfilepdf/642133