Computational concept mapping has emerged as a promising digital strategy for enhancing reading instruction, yet its effectiveness in EFL contexts remains underexplored. This study investigated the impact of computational concept mapping on the development of Iraqi EFL university students' metacognitive awareness and reading comprehension. Sixty first-year learners at an intermediate proficiency level, determined by the Oxford Placement Test, were assigned to experimental (n=30) and control (n=30) groups from two existing intact class sections. Metacognitive awareness was assessed using an adapted Metacognitive Reading Questionnaire (MRQ) based on Phakiti (2003), and reading comprehension was assessed through a researcher-developed test based on IELTS reading task formats. The experimental group received reading instruction integrated with computational concept mapping activities over seven weeks, while the control group followed traditional instruction. A two-way mixed-design analysis of variance (ANOVA) revealed significant Group × Time interaction effects for both dependent variables, with large effect sizes (partial η² = .51, 95% CI [.32, .66] for metacognition; partial η² = .49, 95% CI [.30, .64] for comprehension). Results suggest that students exposed to computational concept mapping demonstrated significantly greater gains compared to those receiving traditional instruction. These findings indicate that computational concept mapping may support deeper engagement with text structure and foster strategic, self-regulated reading. The study contributes to the limited body of research on strategy-based digital interventions in Iraqi EFL contexts.