THE PRACTICES OF COGNITIVE READING STRATEGIES ON FRESHMAN STUDENTS’ READING COMPREHENSION AT ADDIS ABABA UNIVERSITY
DOI:
https://doi.org/10.52657/js.v12i1.3378Keywords:
Cognitive Strategies, Reading Comprehension, EFL, Freshmen, SORSAbstract
This study examined freshman students’ cognitive reading strategy use and the extent to which such strategies are explicitly taught at Addis Ababa University. A sequential explanatory mixed-methods design was employed with 96 first-year students. Data were collected through the Survey of Reading Strategies (SORS) and classroom observations. Quantitative data were analyzed using descriptive statistics and reliability measures, followed by qualitative triangulation. Results showed moderate overall strategy use (M = 3.47), with problem-solving strategies most frequently applied (M = 3.70). However, observations revealed limited explicit strategy instruction, indicating a need for structured cognitive strategy training to strengthen academic reading comprehension.
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