Abstract
This study explores the contribution of Contextual Guessing Strategy (CGS) to identify the meaning of unknown low-frequency words within the context, and to identify the habits of English language majoring students in employing CGS. The participants in this study are ninety-three male and female ELT students randomly selected. Data collection tools were a reading text and two questionnaires identifying three major areas. These are: 1. which sources students apply in the first instance to identify the meaning of unknown words, 2. which contextual clues they look for, and 3. how often these clues are employed to reveal the meaning of unknown words. 
 
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Highlights
Words are the foundation of comprehension in learning any language
These studies have found the effect of Contextual Guessing Strategy (CGS) on different levels of L2 learners; some of the findings showed that beginners use guessing strategies more frequently than the upperintermediate level learners
2.3 Objectives of the Study The current study attempts to investigate the effects of CGS on comprehension of ELT students in determining the meaning of unknown low frequency words (LFWs) in a context and examines the ways L2 learners use to identify the meaning of unknown words, the contextual cues to guess the meaning and the frequency of employing these cues and ways
Summary
Words are the foundation of comprehension in learning any language. While L1 learning context provides a rich range of vocabulary, the L2 context has limited input of vocabulary for L2 learners. EFL STUDENTS IN IDENTIFYING THE MEANING OF UNKNOWN WORDS (al-Yousef, 2005; Askari, 2013) which will create stress as well as affecting learner’s comprehension, which eventually may lead to bad reading habits of L2 learners. Since L2 learners spend much time on identifying the meaning of unknown words, they always need effective tools to help them understand a text quickly. Contextual Guessing Strategy CGS is a metacognitive strategy which is believed to increase a learner’s understanding to help the learner to identify the meanings of unfamiliar words. The presumption behind CGS is that there are always clues to enable reader to decipher the meaning of unknown words from the context in which they are used. To Fengning (1994), CGS helps readers develop a holistic approach toward reading a text, as looking for the clues makes them pay attention to larger language units. Edward (2009) and Nation (2002b) believe that guessing in a context helps to develop long-term retention as well
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