This study examines some studies of the existing literature on metacognitive strategies to support reading comprehension among undergraduate English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia (KSA). Considering the experimental studies, the impact of such strategies has mainly been measured by testing changes in students' reading abilities and the development of their psychological well-being. The rationale for this current review is to understand the benefits of conducting these studies in terms of actual changes in learning and teaching of reading skills. Hence, these studies recommended that teaching learners practical strategies for mastering such complex skills is essential. Moreover, the results of these studies gave recommendations to improve the practice of teaching foreign languages, consequently fulfilling aspects of the Saudi Vision 2030 national development plan for the education sector.  However, it has been noticed that EFL learners still face reading difficulties.