Abstract
Output cognitive strategies are essential for teaching literature in general as they are the outcomes of the process of teaching. When students have the ability to use their cognitive skills, they will be able to develop their learning of literature in general and short story in particular. The present study aims to identify and compare:
 
 The use of output cognitive strategies by EFL university students in studying short story at the colleges of education in Tikrit, Kirkuk ,and Al-Anbar universities.
 The use of output cognitive strategies: visualization, integrating by EFL university students' in studying short story at three universities.
 The difference among EFL university students' use of output cognitive strategies in studying short story according to the gender at three universities.
 
 The sample includes 381 undergraduate EFL university students in the second year at the Departments of English, Colleges of Education: Tikrit, Kirkuk and Al-Anbar universities. The study is conducted during the first semester of the academic year 2021-2022. The data are gathered by using a diagnostic test; it identifies and assesses students’ use of output cognitive strategies in studying short story. The findings of the current study reveal that students at departments of English, Colleges of Education in the universities of Tikrit, Kirkuk, and Al-Anbar use output cognitive strategies at a low level.
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