Abstract
The scientific knowledge related to online reading dispositions and factors affecting the occurrence of these dispositions is limited. Therefore, this treatise aims at studying the impact of metacognitive online reading strategies on online reading dispositions. To achieve this goal, the mixed method was employed using questionnaires and semi-structured interviews. Students' responses were keyed to AMOS software. The statistical analysis has shown students' preference for utilizing support strategies to tackle the problems they might face while they engage with online materials. Reflection, as a disposition, was the most frequently reported by students through their responses to the questionnaires. Further, the results confirmed the impact of metacognitive online reading strategies on online reading dispositions, which was the aim of this paper. These findings provide a holistic understanding of the nature of the relationship between metacognition and dispositions, paving the way for further research that touch other aspects of online reading dispositions.