An Analysis of Factors Affecting EFL Learners’ Reading Strategy Use

Abstract

Reading strategies play a vital role in enhancing reading comprehension, especially for learners of English as a Foreign Language (EFL). However, the use of these strategies varies widely due to multiple influencing factors. This study aims to analyze the key factors that affect EFL learners’ use of reading strategies. Using a systematic literature review combined with descriptive analysis, this research examines relevant empirical studies and theoretical frameworks published between 2014 and 2024. The findings indicate that learner-related factors, such as language proficiency, motivation, gender, and academic level, significantly influence the choice and frequency of reading strategies. In addition, instructional and textual factors, including strategy training and text type, also shape learners’ strategic reading behavior. Socio-affective and cultural aspects, such as reading anxiety and educational background, further contribute to the variation in strategy use. The results highlight that reading strategy use is a dynamic and context-dependent process that requires responsive instruction and explicit strategy training. This study is expected to provide insights for EFL educators, curriculum designers, and future researchers in developing effective reading instruction that supports learners’ diverse needs and promotes independent reading skills.