Reading Strategies in EFL Students: A Descriptive Study

Abstract

This descriptive study shows the perception of EFL students toward the use of reading strategies. This investigation collected quantitative and qualitative data. The sample were 68 students, 20 males, and 48 females; whose ages ranged from 18-30. The instruments used were surveys to collect data of participants. The students’ English background showed a mode of 3 that means most of the participants learned English from the school and have problems in reading. Moreover, a reading survey was applied to know if they read in English, comprehend texts, and other issues when they read. This survey indicated that 72% of participants do not read in English. The results indicated that participants can understand some of the long texts, reading simple words with a mean of 4.05 that means most of it. Furthermore, students have to reread a text to understand with a mean of 3.61 which means some and they translate word by word with a mean of 3.34 which means that some words of a text are translated. These findings determine that students need to improve their reading strategies to increase reading comprehension skill. It is recommended that teachers apply more readings, and apply strategies during the English courses. This study provides a snapshot view for teachers of what is happening with EFL students toward reading strategies to support the need for effective reading interventions