مشخصات پژوهش

In the field of English as a Foreign Language (EFL) education, reading is a fundamental skill that significantly impacts learners' language acquisition and overall academic performance (Grabe, 2009). However, many EFL learners experience reading anxiety—a psychological barrier that can hinder their ability to engage with texts effectively. Concurrently, the use of metacognitive reading strategies—cognitive processes that help learners plan, monitor, and evaluate their reading—plays a crucial role in enhancing comprehension and retention (Negretti & Kuteeva, 2011). Recent research suggests that raising genre awareness—understanding the characteristics and conventions of different text types—may serve as a vital intervention to alleviate reading anxiety and promote the effective use of metacognitive strategies among EFL learners (Hyon, 2001). Despite this potential, there remains a notable gap in empirical studies that investigate the relationship between genre awareness, reading anxiety, and metacognitive strategy use. This study will be guided by a conceptual framework that integrates genre awareness, reading anxiety, and metacognitive reading strategies. Genre awareness refers to learners' ability to recognize and apply the structural and functional elements of various genres, which can empower them to approach reading tasks with greater confidence (Millar, 2011). Reading anxiety encompasses the emotional responses that learners experience when faced with reading tasks, often leading to avoidance and reduced performance. Metacognitive reading strategies involve self-regulation techniques that enable learners to manage their cognitive processes during reading. By situating this research within the EFL context, this study aims to explore how enhancing genre awareness can positively influence both reading anxiety levels and the application of metacognitive strategies. The theoretical foundation for this study draws from several interconnected areas of research. First,