Abstract
The purpose of the present study is to investigate the relationship between EFL reading comprehension and readers' metacognition, focusing on the latter's variation in terms of locations within texts, types of metacognitive knowledge, the manners of text presentation, readers' proficiency, and readers' awareness of logical connectives. The obtained results show that the participants' metacognition was activated more strongly for word meanings and sentence structures than for logical connectives and background knowledge, that participants' metacognition was activated more strongly for the beginning parts of the texts, and that highlighting logical connectives was found to help readers of high proficiency to activate their metacognition even at the latter parts of the texts. Based on these findings, pedagogical implications will be presented for the teaching of EFL reading comprehension.
