Cognitive Strategy Use and Gender in L2 Reading Comprehension: A Case of Iranian Pre-University Students

Bahman Gorjian, Jafar Izadpanah, Mohammad Sayahi


This study aimed to find out the effect of cognitive reading strategies on male and female students' reading comprehension ability. 120 homogeneous pre-university male and female students (60 males and 60 females) were selected from a total population of 170 at the pre-intermediate level. Then, they were randomly assigned to control and experimental groups. The experimental groups (A and B) received instructions regarding cognitive learning strategies (summarizing, elaborating, and re-reading) respectively, whereas the control groups (C and D) received Conventional Instruction (CI) method followed an individualistic instructional approach based on the exercises in their regular text books. A t-test and one-way ANOVA were conducted to compare the groups' means and to determine the effect of gender. The results depicted that summarizing, elaborating, and re-reading strategies had a significant effect on improving Iranian EFL students' reading comprehension with regard to gender.


cognitive reading strategies, male, female, reading comprehension

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