EMP STUDENTS' USE OF READING STRATEGIES AND THE IMPACT OF STRATEGY INSTRUCTION ON MEDICAL TEXT COMPREHENSION

Reading is one of the pillars of language learning that plays a key role in successful academic performances. To become proficient readers in ESP, learners should know how to tackle expository texts. The present study aimed at broadening our knowledge of the types of reading strategy used by EMP learners and the effectiveness of reading strategies instruction as regards developing reading comprehension. Moreover, the differences between high and low proficient readers were analyzed in light of patterns of strategy use and effectiveness of strategy instruction. In a comparative quasi-experimental design, forty learners of nursing, and lab students from Jahrom University of medical sciences participated in the study. Learners responding to a reading strategy survey also went through a reading strategy instruction course. To compare learners' performances, their reading achievements were assessed through pre-, post-and delay tests. Descriptive statistics, chi-square, independent and pair samples t-test were applied to analyze learners' reading attainments. The results revealed that EMP learners mostly and significantly employed skimming and scanning strategies. To a lesser extent, they used discourse markers to comprehend medical texts. More proficient readers showed significantly higher rates of using skimming and scanning as compared with less proficient readers. However, differences in the use of discourse markers were not significant. Furthermore, findings indicated that learners in both high and low groups performed meaningfully better in their post-and delay tests after reading strategy instruction as compared with their pre-tests performance. The findings highlight the noteworthy effect of reading strategy instruction on learners' reading comprehension.