The Role of Perceived Teacher's …/ 17 The Role of Perceived Teacher's Support and Motivational Orientation in Prediction of Metacognitive Awareness of Reading Strategies in Learning English Zohre Kazemi* Department of psychology, College of Psychology, Birjand Branch, Islamic Azad University, Birjand, Iran Zohre_kazemi@yahoo.com Ali Zare-Moghaddam Nehbandan Branch, Islamic Azad University, Nehbandan, Iran Ali_zare@alumni.ut.ac.ir Hasan Emami Department of English Language, University of Birjand, Birjand, Iran hemami@birjand.ac.ir Abstract This study aims to determine the role of perceived teacher support and motivational orientation in predicting metacognitive awareness of reading strategies in learning the English language. The sample included 425 male and female students, studying in the elementary schools in the city of Birjand, eastern Iran, in the 2014-2015 academic year. Three different types of questionnaires were distributed among these students. The questionnaires were, respectively, about the students’ perception of teacher support (Zaki, 2007), motivational orientation for English learning (Sheikholeslami, 2005), and metacognitive awareness of the study methods (Mokhtari & Richard, 2002). Multiple regression analysis was applied to analyze the obtained data. It was found that there was a direct and significant correlation between teacher support variable, and intrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies, and metacognitive awareness. Additionally, there was an inverse and significant correlation with the non-motivation variable. Furthermore, no significant correlation was observed between the teacher support variable and the extrinsic motivation variable. A direct and significant relationship was, however, spotted between intrinsic motivation, and extrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies, * Corresponding Author Submission date: Dec 21, 2015 Acceptance date: Aug 15, 2016 RELP (2017) 5(1): 17-26 Downloaded from journals.khuisf.ac.ir at 12:35 IRDT on Tuesday June 13th 2017