en Iranian EFL Learners’ Academic Self Efficacy, Metacognitive Reading Strategies, and Reading Comprehension Achievement: Exploring the Relationships and Predicting Roles عمومى General پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">This study scrutinized the probable significant relationships among Iranian EFL learners&rsquo; academic self-efficacy, metacognitive reading strategies, and reading comprehension test performance. Relevantly, the significant predicting roles of the learners&rsquo; metacognitive reading strategies as well as academic self-efficacy for reading achievement were statistically investigated, increasing the depth of the study. Furthermore, the probable significant differences between the learners&rsquo; academic self-efficacy as well as the utilization of metacognitive reading strategies were investigated across three reading proficiency levels.&nbsp; To this end, 100 BA students, majoring in English Language Teaching at Islamic Azad University-Neyshabur Branch-Iran participated. Three standard instruments were employed, including academic self-efficacy and metacognitive reading strategies questionnaires along with the reading comprehension section of a TOEFL test.&nbsp; The study followed a quantitative correlational design. Since the normality of data was proved, the parametric statistical analyses, including descriptive statistics, Pearson&#39;s correlation coefficients, multiple regression analyses, and one-way analysis of variance were employed. The findings demonstrated significant positive relationships among the learners&rsquo; reading achievement, academic self-efficacy, and utilization of metacognitive reading strategies. In addition, it was found that metacognitive reading strategies can better predict reading comprehension than the learners&rsquo; academic self-efficacy. Academic self-efficacy was also proved as a significant predictor of the learners&rsquo; utilization of overall metacognitive reading strategies. No significant differences were proved between three proficiency levels in the utilization of metacognitive reading strategies as well as academic self-efficacy. The findings have some insightful pedagogical implications as well as some useful hints for language teachers and syllabus designers. </span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:black">This study scrutinized the probable significant relationships among Iranian EFL learners&rsquo; academic self-efficacy, metacognitive reading strategies, and reading comprehension test performance. Relevantly, the significant predicting roles of the learners&rsquo; metacognitive reading strategies as well as academic self-efficacy for reading achievement were statistically investigated, increasing the depth of the study. Furthermore, the probable significant differences between the learners&rsquo; academic self-efficacy as well as the utilization of metacognitive reading strategies were investigated across three reading proficiency levels.&nbsp; To this end, 100 BA students, majoring in English Language Teaching at Islamic Azad University-Neyshabur Branch-Iran participated. Three standard instruments were employed, including academic self-efficacy and metacognitive reading strategies questionnaires along with the reading comprehension section of a TOEFL test.&nbsp; The study followed a quantitative correlational design. Since the normality of data was proved, the parametric statistical analyses, including descriptive statistics, Pearson&#39;s correlation coefficients, multiple regression analyses, and one-way analysis of variance were employed. The findings demonstrated significant positive relationships among the learners&rsquo; reading achievement, academic self-efficacy, and utilization of metacognitive reading strategies. In addition, it was found that metacognitive reading strategies can better predict reading comprehension than the learners&rsquo; academic self-efficacy. Academic self-efficacy was also proved as a significant predictor of the learners&rsquo; utilization of overall metacognitive reading strategies. No significant differences were proved between three proficiency levels in the utilization of metacognitive reading strategies as well as academic self-efficacy. The findings have some insightful pedagogical implications as well as some useful hints for language teachers and syllabus designers. </span></span></span></span></span></span><br> <br> <br> &nbsp; academic self-efficacy, metacognitive reading strategies, reading achievement academic self-efficacy, metacognitive reading strategies, reading achievement 79 98 http://ijreeonline.com/browse.php?a_code=A-10-137-10&slc_lang=en&sid=1 Nahid Moafian Nahid Moafian nahidmoafian25@gmail.com 10031947532846003754 10031947532846003754 No Department of English, Ne.C., Islamic Azad University, Neyshabur, Iran. Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran. Narjes Ghafournia Narjes Ghafournia na.ghafournia@iau.ac.ir 10031947532846003755 10031947532846003755 Yes Department of English, Ne.C., Islamic Azad University, Neyshabur, Iran. Department of English, Ne.C., Islamic Azad University, Neyshabur, Iran.