The Relationship between Two Different Text Types and Reading Comprehension Strategy Use of Advanced EFL Learners

Abstract

Reading is a basic and complementary skill in language learning. Second language students need to learn how to read for communication and to read greater quantities of authentic materials. The present study investigated the effect of two kinds of texts (expository and narrative) on reading comprehension among Iranian EFL learners. Participants in this study were consisted of 80 students studying English in Kish Air English institute at advanced level in Sirjan as an EFL context. They received two types of texts categorized into narrative, expository. A general English proficiency test, cognitive and metacognitive questionnaire were administered to them. Two classes were randomly selected as a control and experimental group in this study. To comprehend every kind of written texts; experimental group applied some specific strategies. After training and practicing sessions, the researcher distributed metacognitive reading questionnaire to both groups. To analyze the result, Levene’s test and descriptive statistics were used. The result showed that some cognitive and metacognitive strategies were used more frequently than others in the experimental and control group.