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This study was designed to examine the effects of applying different cognitive reading comprehension strategies on the comprehension of descriptive, narrative, argumentative, and expository texts among Iraqi beginner, intermediate, and advanced EFL learners to investigate whether the benefits of cognitive reading strategies are consistent across EFL learners of different English proficiency levels and various text types. Hence, 300 Iraqi EFL learners were selected through a convenience sampling procedure from undergraduate students of Thi Qar University and were equally divided into three levels of English proficiency; each level included four experimental groups according to four text types. To measure the participants' improvement after implementing the treatment, 12 reading comprehension tests were constructed and administered twice, once before the study's treatment and once after the participants' exposure to cognitive reading comprehension strategies as a post-test. The findings implied the effectiveness of cognitive reading comprehension strategies for improving the comprehension of various text types among EFL learners of different proficiency levels. Moreover, it was revealed that cognitive reading comprehension strategies were more effective for the descriptive and the narrative texts. The results also showed that the intermediate and the advanced learners benefitted more than the beginners from the cognitive reading strategies.

ltrq.2025.49.01.pdf

Original Research 

ltrq.2025.49.01.xml

Focusing on the Efficiency of Cognitive Reading Comprehension Strategies for Comprehending Different Text Types by EFL Learners of Different Proficiency Levels

This study scrutinized the effects of words’ superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult EFL learners were selected randomly from English Language Institutes based on their performance on the McMillan Placement Test (MPT). The needed data was collected through a developed Visual Word Recognition Test (WORT) and the Peabody Picture Vocabulary Test (PPVT). The findings indicated that all the mentioned factors significantly affected both the intermediate and the advanced EFL learners’ overall word recognition by varying degrees (words’ frequency, length, superiority and regularity, respectively), however, the&nbsp;advanced learners’ recognition was generally faster on both recognition tests.&nbsp;Moreover, words' regularity was found to play a more effective role for the intermediates than the advanced learners on recognition tasks. Furthermore, words’ frequency, regularity and length were found to be proper predictors on comprehension tasks.

ltrq.2024.40.03.pdf

ltrq.2024.40.03.xml

Investigating the EFL Learners’ Visual Word Recognition: Words’ Frequency, Length, Regularity and Superiority Effects in Comparison