<![CDATA[Comprehending complex English academic texts remains a primary challenge for English as a Foreign Language (EFL) students due to linguistic limitations and immature metacognitive control. Therefore, this study aims to deeply explore how metacognitive awareness and reading strategies are utilized by novice EFL students when facing text comprehension difficulties. The research employed an explanatory sequential mixed-methods design involving 34 second-semester students at Hamzanwadi University. Quantitative data were collected using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire, followed by purposive semi-structured interviews with 11 participants to explore their cognitive rationalizations. The results revealed that students predominantly relied on Problem-Solving Strategies (M=3.90) and Support Strategies (M=3.68), whereas Global Strategies (M=3.61) were the least utilized. Qualitatively, the findings uncovered that students’ metacognitive monitoring was highly reactive; the selection of tools like digital translators was pragmatically driven by the need for efficiency and cognitive load management to avoid mental fatigue and vocabulary memory failure. In conclusion, while novice learners effectively use instant support tools to overcome immediate linguistic barriers, this heavy reliance on digital convenience tends to supersede a more holistic and critical reading evaluation process.]]>
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