Improving EFL Students’ Hypertext Reading Comprehension Through Metacognitive Reading Strategy Training: A Quasi-Experimental Study

Digital technologies continue to reshape reading, introducing new cognitive demands that challenge students’ comprehension of hypertexts. Although metacognitive reading strategy training (MRST) has been shown to be effective with conventional texts, its impact on different hypertext structures, particularly for EFL students, has received limited empirical attention. Therefore, this study examined whether MRST improved Moroccan EFL high school students’ comprehension of hierarchical and networked expository hypertexts. A quasi-experimental pretest/post-test control-group design with an additional paper-based baseline test was conducted with three intact second-year Baccalaureate classes (N = 90), one assigned to a control condition (paper-based text) and two to experimental conditions (hierarchical and networked hypertexts). The experimental groups received a five-session MRST program. Results indicated significant pre–post improvements in both hypertext conditions. However, the hierarchical hypertext group achieved the highest post-test scores, whereas the networked hypertext group, despite significant improvement over time, did not significantly differ from the paper-based control group at post-test. Qualitative feedback further suggested that MRST supported self-regulation, strategic awareness, and confidence in hypertext reading. These findings contribute to research on hypertext reading comprehension and offer pedagogical implications for supporting EFL students’ comprehension of hierarchical and networked hypertexts.