Comparison of the Efficiency of Reading Comprehension Strategies on Iranian University Students' Comprehension

Abstract

Knowledge of the strategies used by English as a foreign language (EFL) or second language (ESL) readers can help instructors teach these techniques and thereby enhance their students' reading comprehension. The present study compared three categories of reading comprehension strategies (metacognitive, cognitive, and socio-affective) to determine their effects on 31 EFL students' reading comprehension. A standard reading comprehension test taken from the First Certificate in English (FCE) and a questionnaire were used to collect the data. The results of the analysis using Chi-square tests revealed both positive and negative strategies, showing that metacognitive strategies have positive effects on reading comprehension. Pedagogical implications are also discussed.

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