The prominent role of communication in today's world drives individuals, particularly the youth and university students, towards learning other languages. What proves to be highly significant midway through the educational process is the skill of reading and comprehending the text by the language learner. The objective of this research is to assess the reading comprehension of Persian-speaking undergraduate students learning German when using classified literary texts within a curriculum framework at the "A2" language level. Furthermore, examining metacognitive strategies in teaching the art of design is another focus of this study. In this research, an attempt was made to select stories from German literature, and to facilitate and accelerate the comprehension of these texts, metacognitive strategies for enhancing reading comprehension skills were employed. Accordingly, using a quasi-experimental research method with a pre-test/post-test design on a statistical population of 40 undergraduate translation students at the Islamic Azad University, Science and Research Branch, the effects of this strategy on the German language learners' reading comprehension skills were studied, and the performance of this strategy in understanding German literary texts was compared between experimental and control groups. The obtained results indicated that teaching metacognitive strategies can significantly improve the component of reading comprehension (P<0.01). The comparison of the two groups' performance in the pre-test and post-test based on comprehension levels over an instructional period showed a direct and significant relationship between implementing a curriculum based on metacognitive strategies and the level of reading comprehension. Therefore, utilizing a curriculum for teaching the comprehension of literary texts can be employed by German language instructors. The metacognitive approach also plays an effective role in teaching the art of design.
Research Objectives:


Assessing the reading comprehension of Persian-speaking undergraduate students learning German when using classified literary texts within a curriculum framework at the "A2" language level.


Investigating the teaching of metacognitive strategies on the reading comprehension component in Persian-speaking undergraduate students learning German.


Research Questions:


Does the use of classified literary texts aid the reading comprehension of Persian-speaking undergraduate students learning German?


How are the metacognitive strategies for the reading comprehension component in Persian-speaking undergraduate students learning German?