READING STRATEGIES USED BY ISLAMIC STUDIES STUDENTS IN ENGLISH TEXTS

Abstract

Reading comprehension is a fundamental skill in second language acquisition, particularly for learners studying English as a foreign language (EFL). Islamic students, who often encounter English texts alongside religious and cultural learning contexts, employ distinctive reading strategies shaped by linguistic background, educational traditions, and cognitive approaches. This study investigates the types of reading strategies used by Islamic students when engaging with English academic texts. Using a mixed-methods approach, data were collected through questionnaires, reading tasks, and semi-structured interviews. The findings reveal that Islamic students predominantly utilize cognitive and metacognitive strategies, such as inferencing, summarizing, monitoring comprehension, and activating prior religious and cultural knowledge. The study highlights the significant role of metacognitive awareness in successful reading comprehension and suggests pedagogical implications for English instruction in Islamic educational settings.