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Abstract
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Foreign language (FL) reading is a multifaceted process, crucial for academic success and global communication in an increasingly interconnected world (Anderson, 2003). It extends beyond simply decoding text; it involves a complex interplay of linguistic knowledge, background knowledge, strategic processing, and affective factors (Grabe & Yamashita, 2022). Effective FL reading is essential for accessing information, engaging with diverse perspectives, and developing overall language proficiency. However, learners often face significant challenges in FL reading, stemming from linguistic deficiencies, cultural differences, and psychological barriers. Reading in a foreign language presents a unique set of challenges for learners, particularly when anxiety plays a role in shaping their experiences. Reading anxiety in English as a Foreign Language (EFL) context has been widely recognized as a significant factor affecting learners' proficiency and performance (Horwitz, 2010; Saito, Horwitz, & Garza, 1999). Anxiety can hinder cognitive processing, reduce motivation, and ultimately impact reading comprehension and fluency (Lien, 2016). At the same time, metacognitive reading strategies have been identified as crucial tools that help learners navigate difficulties in reading by enhancing comprehension, regulating cognitive load, and improving overall performance (Flavell, 1979; Mokhtari & Sheorey, 2002). This study explores the relationship between Iraqi EFL learners' reading anxiety and reading proficiency, with a focus on the moderating role of metacognitive reading strategies. This study is framed by the theoretical understanding of metacognition and its influence on FL reading. Metacognition, defined as "thinking about thinking" (Flavell, 1979), plays a vital role in how learners approach, monitor, and evaluate their reading comprehension. Metacognitive reading strategies, such as planning, monitoring, and evaluating, have been shown to contribute to improved reading per
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