The present study aimed at exploring the possible relationship between Iranian EFL learners’ major perceptual learning styles, reading self-efficacy, and the use of metacognitive and compensation reading strategies. 86 Iranian sophomore students were presented 3 questionnaires on perceptual learning style, reading self-efficacy, and reading strategies use. The results revealed that the Iranian EFL learners’ major perceptual learning style preferences highly correlated with metacognitive reading strategy, not the compensation. The findings also confirmed the positive interface between the participants’ reading self-efficacy and the metacognitive reading strategy. The findings introduce compensation reading strategy as a lost ring in the context of the Iranian educational system, and further implies incorporation of such prominent reading strategy into the curriculum of every EFL context.
|Keywords:||Perceptual Learning Style, Metacognitive Reading Strategy, Compensation Reading Strategy, Reading Self-efficacy|
Instructor, English Department, Khorasgan (Isfahan) Azad University, Isfahan, Iran (Islamic Republic of)
Assistant Professor, English, Khurasgan (Isfahan) Azad University, Isfahan, Iran (Islamic Republic of)