This study investigated the impact of reading learning strategies (RLS) mediated by smartphone features and applications on the learners' psychological autonomy in English as a foreign language (EFL) reading context among undergraduates in Saudi Arabia. A total of 70 male students in two intact reading classes participated in this study. A questionnaire was used to collect the quantitative data from the participants prior to and after an interventional programme. The findings of the study revealed that employment of RLS mediated by smartphone features and applications promoted the learners' psychologically autonomous features of motivation, self-efficacy, agency, positive attitudes, desire to seek information, need for achievement in EFL reading context. It is recommended that a training programme on strategy use through the technology of smartphones should be highly considered in curricula design, teaching and learning methods, training programmes in order to empower learners to take charge of their own learning of EFL reading skills.