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This study investigate the role of metacognitive strategies in improving classroom learning environment. The study also finds out the effects of metacognitive strategies in developing student’s interest in reading comprehension. Action research was adopted by selecting grade fifth thirty students (age 10-11 years). WIHIC interview and documentation were used for collection of data. Data was analyzed through reflections and content analysis. Data showed improvement in learning environment of classroom for reading comprehension of the students. Data elicited that metacognitive strategies enhance student’s interest in reading comprehension. It is recommended that the respective departments must strengthen teachers' awareness of metacognitive strategies and their application in the classroom through frequent trainings. In addition, research initiatives in other languages skills are recommended. Future study perspectives may take into account the cultural diversity of the students and teachers in various communities.
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