Reading is an essential skill in globalized era. It is possible to improve learners’ reading comprehension by enhancing their higher order thinking skill, which is referred to metacognitive awareness. Readers who have better metacognitive awareness are more independent, strategic, and perform better than those who do not. The hypothesis that metacognitive awareness has positive relation with EFL reading comprehensionwasproposed in this study. Thus, successful readers and weak readers should greatly differ in their metacognitive awareness. The aim of this study is to determine whether it is possible to enhance learners’ metacognitive awareness in EFL setting by explicit instruction, and if so, to define such a method. The article consists of the following main parts: Introduction and literature review Method Result Conclusion Suggestion for f

Keywords : metacognitive awareness, reading comprehension, Schema-building strategy, KWL chart