ISSN: 2222-6990
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As a fundamental component of language acquisition, reading facilitates the synthesis of new knowledge and enhances information processing through cognitive engagement (Hilmi, 2024). This study investigated the metacognitive reading strategy awareness of postgraduate students when interacting with English academic texts. Sixteen L2 postgraduate learners (nine females and seven males) participated by completing the 30-item “Metacognitive Awareness of Reading Strategies Inventory” (MARSI) (Mokhtari & Sheorey, 2002). Quantitative analysis, conducted via SPSS version 25, revealed that participants prioritized problem-solving strategies over global and support strategies. Furthermore, the findings indicated no statistically significant differences in strategy use between male and female students. The results are discussed in relation to metacognitive theory, pedagogical implications, and the specific demands of postgraduate education.
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