This study employed a mixed methods approach to investigate Iranian EFL learners’ perceived and actual use of metacognitive reading strategies (MRS) while reading English and Persian. The study examined the actual and perceived MRs across three categories: global (GLOB), problem-solving (PROB), and support (SUP). In the quantitative phase, 133 intermediate EFL learners studying TEFL at Islamic Azad University and Farhangyan University were selected as participants. In the qualitative phase, 40 students from high and poor reading ability levels (20 from each group) were selected as the focus group participants. The instruments employed in this study included the Persian Reading Comprehension Placement Test, the Oxford Placement Test, the Reading Section of the PET, Perceived Reading Strategy Questionnaires in English and Persian, semi-structured interviews, and think-aloud protocols. The data analysis involved using chi-square, MANOVA, and theme-based analysis. The findings indicated a statistically significant difference between the frequency and type of perceived PROB but no statistically significant disparity between the frequency or type of SUP and GLOB. The qualitative data revealed a discrepancy between the participants’ actual usage in practice and their subjective perception particularly in relation to the GLOB and SUP. Finally, the theoretical and pedagogical implications of this study were highlighted. تفاصيل المقالة

The current study used a qualitative methodology to examine how Iranian EFL learners practically applied Metacognitive Reading Strategies (MRs) when reading narrative and expository English texts. The study also investigated the participants' perceptions of the impact of text type on using MRs while reading narrative and expository English passages. The researchers selected 40 intermediate EFL learners studying TEFL at Islamic Azad University and Farhangyan University using purposive sampling as focused participants. The instruments employed included the Oxford Placement Test, semi-structured interviews, and think-aloud protocols. The data analysis involved theme-based analysis. The think-aloud protocol analysis indicated that participants employed multiple strategies when engaging with the expository text compared to the narrative text. The finding suggested that text types affected readers` overall performance. The semi-structured interviews revealed that learner's perceptions of text type played a vital role in reading different text types. The practical implications of the study were also discussed. تفاصيل المقالة