الفهرس 
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Abstract
The present study aimed to investigate the effectiveness of using some metacognitive strategies in enhancing EFL first year secondary school students’ reading comprehension and vocabulary achievement. In order to achieve the study aims, the researcher adopted the quasi experimental pre-post two group design (treatment and non- treatment). The study sample consisted of sixty female students equally divided into a treatment group and a non- treatment one. The former were taught reading comprehension and vocabulary by metacognitive strategies, while the latter were taught reading comprehension and vocabulary by the regular method. The experiment was accomplished in two months during the second term of the school year (2018-2019).A reading comprehension test and a vocabulary achievement test were designed and administered as pre- post tests. The validity and reliability of the tests were ensured. The results of the tests were statistically analyzed by using t-test to measure the differences between the performance of the treatment group and that of the non-treatment group. The analysis of the data revealed that the treatment group surpassed the non-treatment one in post-measurement of the reading comprehension test and the vocabulary achievement test. It was concluded that training in metacognitive strategies helped to enhance first year secondary school students’ reading comprehension and vocabulary achievement .Discussion of these findings, recommendations, and suggestions for further research were made.