The purpose of this paper was to investigate how differently metacognitive,
cognitive, and social/affective strategies affect L2 learners’ reading
comprehension. To this end, the study employed a quasi-experimental design with
a placement test as a proficiency test to find the homogeneity of groups. Each
group received one main strategy and then, according to Oxford (1990) training
model, the researcher taught and employed those strategies in reading
comprehension texts. Learners’ improvement was measured during the six
sessions of teaching and employing those strategies in responding to reading
questions. One-way ANOVAs with post hoc comparisons indicated that
metacognitive group significantly outperformed the other groups and, so
metacognitive strategies are more effective in promoting L2 learners’ reading
comprehension.
