Reading Comprehension Strategies for Literature Texts Among EFL Students at the University of Ghardaia

Abstract

This study investigates the reading comprehension strategies used by English as a Foreign Language (EFL) students at the University of Ghardaia, Algeria, with a particular emphasis on how these strategies influence their understanding of literary texts. Given the complexities inherent in literary works, effective reading strategies are essential for students who must not only decode the language but also interpret deeper meanings and themes. The research employs a mixed-methods approach, integrating quantitative data from questionnaires with qualitative insights from semi-structured interviews. A sample of 100 students participated, providing data on the frequency and effectiveness of various cognitive and metacognitive reading strategies. The findings indicate a predominant use of metacognitive strategies, such as self-monitoring, planning, and evaluating, which students perceive as significantly enhancing their comprehension of literature. These strategies enable students to engage critically with texts, facilitating a deeper understanding of complex literary elements. However, the study also reveals a relative underuse of cognitive strategies, such as summarization, questioning, and visualization, which are equally important for a holistic comprehension process. The qualitative data highlight that while students recognize the benefits of metacognitive strategies, there is a need for more structured instruction and practice in employing a broader range of strategies. The study concludes that while EFL students at the University of Ghardaia are proficient in using certain strategies, there is a gap in their comprehensive use of all available reading tools, suggesting the potential for pedagogical improvements. The findings hold important implications for curriculum development, particularly in enhancing students’ strategic approaches to reading literature, thereby better preparing them for academic and professional success in the field of English studies.