The Implementation of Cognitive Reading Strategies in EFL Textual Processing among Moroccan English Department University Learners: An Exploratory Study

Abstract

Given the well-known fact that reading any EFL academic written discourse entails the proactive exertion of cognitive efforts and the constant immersion in executive control, the use of cognitive reading strategies (CRSs) occupies an outstandingly pivotal part in effectually assimilating the textual content. By implementing these strategies during the process of textual reading, readers can ensure efficient meaning-making acts. Targeting a group of first-semester university students (N=63), this exploratory study, which is part and parcel of my unpublished Doctoral Dissertation defended in 2015, has a two-fold focus. It endeavors to (a) delve into the most frequently deployed cognitive reading strategies among Moroccan EFL university learners and (b) uncover how the strategic processes are conducted among the targeted group during the act of reading. The data were gained through the assignment of two reading comprehension texts (i.e., narrative, expository) that were coupled with a retrospective questionnaire (RQ). The results showcased that the target group makes adequate use of cognitive reading strategies during textual processing. Hence, the study spells out a host of recommendations for the academic as well as the research community and sets forth some encountered limitations.