THE ROLE OF COGNITIVE AND METACOGNITIVE STRATEGIES IN ENHANCING READING COMPREHENSION

Abstract. This article examines the role of cognitive and metacognitive strategies in enhancing reading comprehension among EFL (English as a Foreign Language) students, particularly those preparing for the IELTS exam. The study explores theoretical models such as schema theory and the interactive-compensatory model to explain how comprehension occurs and can be improved. Drawing on recent empirical studies, the article highlights the effectiveness of self-regulated learning strategies, digital reading tools, and instructional approaches like Reciprocal Teaching. It argues that successful reading requires strategic thinking, motivation, and adaptability, and concludes that a combination of traditional and technology-supported methods significantly boosts reading performance and exam readiness.