Abstract
This study aimed to examine a) effects of metacognition and proficiency on EFL reading performance and b) the relation of metacognition and EFL reading performance. Data were collected by Metacognitive Awareness Inventory and institutional reading scores were examined by variance analyses. We found trends that can explain differences in participants’ metacognition did not follow a pattern; however, reading scores and metacognitive knowledge might show variations across levels of proficiency. Moreover, when tests incorporated higher order thinking experiences, participants' metacognitive knowledge or regulation correlated with reading scores positively. Finally, it was observed that different proficiency groups benefited from training differently; for low- and mid- proficiency groups there might be a slight increase in metacognition regulation; however, for high-proficiency group, there was mostly a refinement in metacognitive knowledge. We suggest both instructional and assessment practices incorporate metacognition with regards to learners’ proficiency levels; therefore, all students might see the relevance of metacognition and employ it. Keywords; metacognition, EFL, reading, regulation, proficiency
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