This study investigates the correlation between metacognitive strategies and IELTS reading achievement among Chinese students. A sample of 242 Chinese learners preparing for the IELTS examination participated in the study. The metacognitive strategy was assessed using the Survey of Reading Strategies (SORS), and IELTS reading achievement was evaluated using Cambridge Practice Tests for IELTS. The research design employed correlational analysis, revealing a significant positive correlation between overall metacognitive strategies and IELTS reading achievement. Specifically, problem-solving strategies emerged as the most influential predictor of IELTS reading achievement. To reiterate, the findings of this study underscore the importance of incorporating problem-solving strategies into reading curricula to enhance students’ reading achievement, contributing to the existing literature of language learning by highlighting the significance of metacognitive strategies in enhancing IELTS reading achievement among Chinese students and offering valuable insights for educators and curriculum developers.
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