<![CDATA[Metacognitive awareness plays an essential role in helping students regulate their cognitive processes and employ appropriate reading strategies to enhance reading comprehension. However, limited awareness of metacognitive processes may prevent students from selecting effective strategies when reading English texts. This study aimed to examine the correlation between metacognitive awareness and reading strategies among students of the English Education Study Program at Universitas Maritim Raja Ali Haji. A quantitative correlational research design was employed involving 37 sixth-semester students selected through cluster sampling. Data were collected using two standardized instruments: the Metacognitive Awareness Inventory (MAI) and the Survey of Reading Strategies (S0RS), administered through an online questionnaire. The collected data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, the linearity test, and Pearson Product-Moment correlation with the assistance of IBM SPSS Statistics version 25. The findings indicated that both variables were normally distributed and exhibited a linear relationship, fulfilling the assumptions for Pearson correlation analysis. The correlation analysis revealed a statistically significant positive relationship between metacognitive awareness and reading strategies, indicating that students with higher metacognitive awareness tended to employ reading strategies more effectively. These findings suggest that developing students’ metacognitive awareness can promote the use of effective reading strategies and support English reading comprehension. Therefore, integrating metacognitive strategy instruction into English language teaching is recommended to improve students’ academic reading performance.]]>
