This study investigated the effects of different types of reading instruction on L2 reading comprehension and metacognitive awareness of strategies. Sixty-eight students with low-intermediate English proficiency levels were assigned to summarization task, textual enhancement task, and control groups. The present study employed three major instruments: a background questionnaire, a pre- and post-Metacognitive Awareness of Reading Strategies Inventory (MARSI), and pre- and post-reading comprehension tests. The findings of the study indicate that textual enhancement instruction leads to improvement in terms of metacognitive strategy use and reading comprehension performance. In addition, both the summarization and textual enhancement groups show better reading gains compared to their initial reading knowledge. Pedagogical implications and suggestions for L2 reading research have been added based on the findings.