October 2008 home | PDF | SWF |

Title
Strategy teaching and its impact on reading comprehension
in an EFL setting

Author
Mohammad Mehdi Soleimani

Bio Data:
Mohammad Mehdi Soleimani received his MA in TEFL from the University of Isfahan in Iran. He is currently pursuing his Ph.D. studies at the Islamic Azad University, Science and Research Campus. He is a lecturer and a faculty member of English department in Karaj Azad University

Abstract
This article reports the results of an investigation into Iranian EFL learners’ perceived use of language learning strategies (LLSs) and the impact of strategies instruction on the learners’ performance on reading comprehension tasks.  Participants were 97 male and female English major university students of the Islamic Azad University. The results of the study showed that the Iranian EFL learners were “medium” strategy users overall. Pertaining to strategy categories, the learners used Metacognitive strategies with a high frequency compared to medium use of Compensation, Affective, Social, Cognitive, and Memory strategies. The study also indicated that the learners benefited from the strategy instruction as the reading comprehension was concerned.

Key words: perceived use of language learning strategies, impact of strategies instruction, Metacognitive strategies, Compensation, Affective, Social, Cognitive, and Memory strategies

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