This quasi-experimental study examined the relationship between students’ metacognitive awareness and willingness to read English texts. So, a model was proposed and tested using structural equation modeling (SEM) with R software. Participants included 98 medical students of two classes. One class was assigned as the control group and the other class was assigned as the experimental group. At first, both groups were asked to complete the Metacognitive Awareness Inventory (MAI) and the Willingness to Communicate in English questionnaire (WTC). Students of the experimental group were provided with some reading strategies, including reading for main ideas and reading for organization. At the end of the semester, all participants again completed the two questionnaires, and took a final examination achievement test. The proposed model demonstrated the significant effect at the level of 5% for metacognitive awareness before the intervention (MA1) on metacognitive awareness after the intervention (MA2), willingness to read before the intervention (WTR1) on willingness to read after the intervention (WTR2), and MA1 on WTR2. It also indicated a mutual significant effect of MA1 and WTR1, and also MA2 and WTR2. However, no significant effect of WTR1 on MA2 was observed. Also, in the experimental group, the metacognitive strategy training significantly affected MA2. Thus, the proposed model reached the acceptable fit thresholds for most of the indices. Finally, the expansion of this study may be applied to curriculum development with metacognitive strategy in EAP context, also taking measures to promote students’ willingness to read in English. Our study was limited to medical students.

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