Reading Strategies Used by Afghan EFL Students in the Department of English at Khost Shaikh Zayed University

Abstract

This study investigates the reading strategies employed by Afghan EFL students in the Department of English at Khost Shaikh Zayed University, where reading is a fundamental aspect of the curriculum. The research aims to identify the strategies students report using and assess the extent to which these strategies are actively implemented in their reading practices. A sample of 34 male students participated in the study, completing a structured questionnaire designed to gather data on their reading strategies. The data were analyzed using Microsoft Excel to quantify the frequency of strategy usage. The findings revealed that while students reported using a variety of reading strategies, their actual application was limited. A notable 90.18% of respondents indicated a strong reliance on dictionaries during reading activities, highlighting an emphasis on vocabulary acquisition. However, deeper cognitive strategies, such as making inferences and semantic mapping, were employed less frequently. The results suggest a significant gap in students' awareness and effective application of reading strategies.In conclusion, the study emphasizes the need for enhanced instructional practices that incorporate metacognitive training and a balanced approach to teaching reading strategies. By fostering both surface-level and deeper processing strategies, educators can better equip Afghan EFL students for improved reading comprehension and overall language proficiency. These insights aim to inform future curriculum development and pedagogical strategies in the context of English language education in Afghanistan.