The Use of Reading Strategies in Predicting Reading Comprehension: A Case Study of EFL University Saudi Students

Abstract

The study probed the correlation between reading strategies (i.e., Cognitive and Metacognitive) and reading comprehension of Saudi intermediate EFL university students. For this goal, 41 intermediate EFL learners in the Preparatory Year Deanship at Prince Sattam Bin Abdulaziz University were selected to complete reliable and valid Reading Strategies Questionnaire and Standardized Reading Comprehension Test. The results of Pearson Correlations and Hierarchical Multiple Regression Analysis revealed that metacognitive strategies had a higher relationship with reading comprehension scores (r = 0.126, p < .01). In addition, metacognitive strategies proved to be a more powerful predictor of reading comprehension scores (R2 = 0.04). Full use of reading strategies was not guaranteed for getting a high score in academic reading comprehension tests.