This study is an aim to examine the effect of meta-discourse on reading comprehension of EFL intermediate and advanced students. 120 EFL students were assigned into four groups of 30. There were two groups of treatment and control both in intermediate and advanced levels. Two versions of texts with and without discourse markers were given to the control and treatment groups respectively. The result demonstrated a significant difference between groups in advanced and intermediate levels. However, there was no significant difference within the intermediate groups. Therefore, in order to find out the possible reasons a follow up unstructured interview was conducted. The results revealed that the intermediate students were not aware of the role of discourse markers in the texts. Thus, Researchers raised their consciousness about discourse markers, which helped the premise of the study, and the second administration of the versions of the texts to the intermediate groups led in a significant difference. The findings of this study clearly display the important role of meta-discourse and the degree of consciousness about them across different levels in reading comprehension of EFL students.

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