Reading Strategy Use among Grade 11 EFL Students: Cognitive, Metacognitive, and Compensation Strategies

Adugna Hordofa, Hailom Banteyerga

Abstract


This study examines Grade 11 Ethiopian EFL students’ use of cognitive, metacognitive, and compensation reading strategies and their descriptions of strategic reading practices. Using a cross-sectional convergent mixed-methods design, quantitative data were collected from 100 students through an adapted reading strategy questionnaire, while semi-structured interviews were conducted with 12 purposively selected participants. Descriptive statistics showed moderate use of cognitive (M = 3.43), metacognitive (M = 3.25), and compensation (M = 3.24) strategies, with cognitive strategies receiving the highest mean score. Most students reported moderate to high strategy use, although a notable proportion reported low use. Thematic analysis further revealed that students employed strategies such as identifying main ideas, rereading difficult sections, inferring meaning, planning and monitoring comprehension, using dictionaries, and seeking assistance from others. Integrating the quantitative and qualitative findings, the study indicates that students employed these strategies in complementary ways to navigate texts and manage reading difficulties. Collectively, these patterns highlight the need for explicit reading strategy instruction, particularly instruction that strengthens students’ skills in planning, monitoring, and evaluating their reading to foster strategic reading and learner autonomy.

Keywords


Reading strategy use; cognitive reading strategies; metacognitive reading strategies; compensation reading strategies; strategic reading, EFL students

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References


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DOI: http://dx.doi.org/10.25157/jall.v10i2.26705

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