Computer-assisted 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 computer-assisted 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 computer-assisted 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 computer-assisted concept mapping demonstrated significantly greater gains compared to those receiving traditional instruction. These findings indicate that computer-assisted 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.