This research was an attempt to identify the level of metacognitive awareness of postgraduate learners of FIB in reading expository texts in the EFL context. The sample for the study is 8 English Language Studies (ELS) students who have been chosen randomly under emergent situation due to Covid-19. From the sample, 5 respondents were chosen to fill in the questionnaire offline because they were accessible on campus and the rest via online because they were beyond reach by the researcher. Two weeks’ time was spent to obtain the returned questionnaires delivered to the samples. The data were analyzed by means of descriptive statistics using SPPSS version 15. The findings indicated a high level of metacognitive awareness for the entire sample, including Global, Help and Problem-Solving Strategies. The results suggest that metacognitive awareness is inherent within ELS learners regardless of their levels of proficiency. Despite the high level of metacognitive awareness, the quality of transfer to the students’ reading task performance is low. This finding in turn will add to the existing corpus of knowledge in the field of language learning strategy in EFL context. The finding reaffirms the necessity for the design of strategy training focusing on raising learners’ awareness and use of effective metacognitive and cognitive strategies to improve their reading performance.

Keywords : Metacognitive Reading; Reading Strategies; Awareness; Hasanuddin University.