Investigating EFL Learners' Awareness and Use of Cognitive and Metacognitive Reading Comprehension Strategies - A Cross Disciplinary Study in Oman

Abstract

The study compared and contrasted cognitive and metacognitive reading strategies awareness and use of EFL students studying biology, business studies, information technology, engineering, and English in a higher education institution in Oman. It also examined the relationships among strategy preferences and discipline, gender and language proficiency. Quantitative data was collected from 375 students using Survey of Reading Strategies (SORS) and a background information questionnaire. Results from quantitative data reveal that there are no significant differences between students of various disciplines in terms of strategy preferences for metacognitive, cognitive and support strategies. Also, it was observed there is no significant relation between learners’ self-perceived proficiency and their scores of SORS. However, differences were found in gender as female students used more strategies as compared to male students. Semi-structured interviews conducted with students from biology, business studies, information technology, engineering, and English disciplines revealed that learners were aware of metacognitive, cognitive and support strategies. But, strategy preferences of students at different proficiency levels were varied. For example, students who had rated their English proficiency as high did not preview a text before reading. In contrast, students who had rated their English proficiency as low were in favor of this strategy. Overall, this study contributes to existing literature and provides insight about strategy preferences of Omani students in different disciplines. An understanding of the similarities and differences of strategy preferences of Omani learners from different disciplines will help teachers and curriculum developers to develop their courses to suit the needs of the learners.