The present study aimed at investigating the relationship between reflective thinking, autonomy, meta cognitive strategies, and reading comprehension of Iranian advanced EFL learners and to investigate which one was a stronger predictor of the participants’ reading comprehension . To this end, 200 EFL learners were selected as the participants of the study. An OPT test was given to the participants to be homogenized and those who achieved 22 score or above were chosen as the participants of the study. Next session, a TOEFL iBT reading test was given to Iranian advanced EFL learners. An internet survey was set up and the link of the questionnaires was given to the participants at the time of reading comprehension test. The internet survey contained reflective thinking questionnaire (Kember, et al, 2000), autonomy questionnaire (Conttia, 2007), and meta cognitive questionnaires (Taraban, et al, 2004). Finally, the data was analyzed using Pearson product- moment correlation and multiple regression. The results revealed positive relationships between reflective thinking and reading comprehension, autonomy and reading comprehension, meta cognitive strategies and reading comprehension. And among reflective thinking, autonomy, and meta cognitive strategies, meta cognitive strategies is the stronger predictor of reading comprehension of Iranian advanced EFL learners. The results of the study may have some implications on teachers’ methods and learners. Teachers can enhance learners’ autonomy by giving them a chance to study several units on their own. Meta cognitive strategies also help learners to activate their prior knowledge.
