Abstract:
Myriad studies have conveyed that metacognition is a key to successful reading comprehension
in language classes. However, these studies focus on metacognitive strategies, metacognitive
awareness, and metacognitive skills in ESL reading contexts. Anchored by the lack of empirical
works on the EFL reading situation, this study investigated the metacognitive knowledge of
Indonesian undergraduate students in their reading classes. Data were obtained through in-depth
interviews with four successful and four less successful EFL students. The results of this study
portrayed that successful readers encompass more metacognitive knowledge, awareness,
motivation, and behavior if compared to the less successful readers. It is also evidence that
students with good cognition, habit, and attitude in reading activities are more successful in
their EFL reading, and their cognition, habit, and attitude serve as essential elements in
constructing their metacognitive knowledge. Suggestions are also discussed at the end of this
paper.
