محمدهادی محمودی

Reading is considered as the top main concern in EFL/ESL learning process (Ahmadi & Hairul, 2012). On the other hand, MacNamara (2011) asserted that metacognition and strategy use are prerequisites for a deep, permanent comprehension and learning. This study attempts to explore whether some psychological and cognitive variables affect metacognitive awareness of reading strategies and if any relation pattern can be determined among the existing variables. To this aim, this study aimed to investigate the relationship among self-regulation, achievement goal, academic self-concept, epistemic beliefs, and Iranian EFL learners' metacognitive awareness of reading strategies. The design of this study is a path analytic correlational one, and it intends to examine the relationships among the variables through structural equation modeling procedure (SEM).