This study investigated the impact of computational concept mapping on the development of Iraqi EFL university students’ metacognitive awareness in reading comprehension. Sixty first-year learners at an intermediate proficiency level were assigned to experimental and control groups to examine whether integrating computational concept mapping into reading instruction would enhance their ability to plan, monitor, and evaluate their comprehension processes, as well as improve their overall reading performance. A two-way mixed-design analysis of variance (ANOVA) with group (experimental vs. control) as the between-subjects factor and time (pretest vs. posttest) as the within-subjects factor revealed significant interaction effects for both metacognitive awareness and reading comprehension. These findings indicate that students exposed to computational concept mapping demonstrated significantly greater gains from pretest to posttest compared to those receiving traditional instruction. These results suggest that computational concept mapping not only supports deeper engagement with text structure but also fosters strategic, self-regulated reading. The study contributes to the limited body of research on strategy-based digital interventions in Iraqi EFL contexts and highlights the pedagogical value of making cognitive processes visible through structured mapping tasks.
