Some researchers argue that linguistic knowledge of one's native language facilitates the acquisition of additional languages (see, for example, Cenoz & Valencia, 1994; Grenfell & Harris, 2006; Hakuta, 1990; Keshavarz & Astaneh, 2004). To contribute to this line of research, the present study investigated the probability of significant differences among monolingual and bilingual EFL learners in their awareness and perceived use of metacognitive reading strategies and in the subscales of these strategies (i.e., global, supportive, and problem-solving strategies). To achieve this goal, 100 Persian monolingual and 100 Azeri Turkish-Persian bilingual second-year university students, majoring in English Literature, ELT, and Translation with the age range of 20-28 participated in the study. Both groups completed the Metacognitive Reading Strategies Inventory (MARSI) questionnaire. Participants' reading strategy use was determined by asking them to rate their self-perceived reading ability in reading English course books on a 5-point Likert scale. The results of data analyses revealed significant differences between monolingual and bilingual learners in the use of "overall" and "global" metacognitive reading strategies with bilingual learners having greater awareness of these two strategies. However, no significant difference was found between monolingual and bilingual participants in the use of "problem-solving" and "supportive" metacognitive strategies. This may be due to variables such as language proficiency level and attitudes towards reading that were not taken into consideration in the present study. Based on the results, it can be concluded that bilingualism enhances learners' overall awareness and use of metacognitive reading strategies. In conclusion, the findings indicated that monolingual learners, compared to bilinguals, were less aware of global and overall metacognitive reading strategies. Therefore, EFL teachers should try to increase monolingual students' awareness of such strategies and help them become, what Pressley & Afflerbach (1995) call, "constructively responsive" readers.