EFL students’ preferences on metacognitive reading strategies within an extensive reading program

Despite multiple studies that have broadly highlighted the positives of employing metacognitive reading strategies, there remains an absence rationale for adopting strategy based on students' perspectives. The present study aims to look into first-year EFL preferences using strategies as part extensive (ER) program at one public universities in Malang, Indonesia. data were acquired from both quantitative and qualitative sources. fundamental garnered a online survey, results counted descriptive statistics. Semi-structured interview sessions with six participants carried out collect data, served means strengthen primary data. revealed problem-solving proved be most commonly used ER program, followed by global support strategies. advanced comprehension. Students could also their language skills, particularly comprehension, vocabulary acquisition, writing abilities. findings implied considering alternative teaching understanding how students find it helpful assist them supervised program.