The paper titled "Factors Influencing Learners' Reading Strategies: A Study at an EFL Context" by Abdulkhaleq A. Al Qahtani examines four key factors that impact how EFL learners use reading strategies: L1 background, L2 proficiency level, L2 reading ability level, and strategy instruction. The study reviews 18 empirical studies on EFL/ESL reading strategies published between 2011-2020 in reputable journals.
The purpose was to synthesize recent research on reading strategies used by tertiary-level EFL/ESL learners in academic contexts. The paper analyzes findings from the selected studies to identify trends and implications related to the four focal factors. The methodology involved selecting peer-reviewed studies from Scopus/ISI indexed journals listed in the ERIC database.
Key findings indicate that L1 background influences strategy use, with learners from different language backgrounds employing strategies differently. L2 proficiency and reading ability were found to correlate positively with effective strategy use in most studies. Strategy instruction was consistently shown to improve learners' strategy awareness, reading comprehension, and motivation. The paper also notes that technologies like smartphone apps and online platforms can enhance strategy-based reading instruction.
The author concludes by offering pedagogical suggestions, including promoting learner motivation and autonomy, prioritizing reading skills automatization, considering language proficiency in instructional planning, addressing cultural differences, and implementing strategy-based instruction with technology integration. Recommendations for future research include investigating L1-specific influences, proficiency levels in different contexts, and conducting action research on strategy instruction.
Overall, the paper synthesizes current knowledge on factors impacting EFL reading strategies and provides evidence-based recommendations to guide reading instruction and future studies in this area. The findings highlight the complex interplay of learner characteristics and instructional approaches in developing effective EFL reading skills.