The Reading Strategies Used by EFL Students: A Case of Iranian Advanced English Language Learners

Abstract

The present study aims at identifying reading strategy choice of Iranian advanced English language learners. To this end, the main instrument was Metacognitive Awareness of Reading Strategies Inventory (MARSI) Questionnaire. It was given to 110 Iranian advanced English language learners, male and female, at 19 English language institutes in northern part of Iran. Students had to choose among the five different options for each strategy type in order to specify whether they “I never or almost never do this.”, “I do this only occasionally.”, “I sometimes do this.”, “I usually do this.” or “I always or almost always do this.”. Among the three different groups of strategies namely support reading strategies, problem solving strategies and global reading strategies the findings indicated that student at this level of English proficiency have a tendency toward using support reading strategies than other types.