Co esponding au ho : Tun-Ju, Tsai
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion License 4.0.
A compa a i e s udy on he use o ou eading s a egies in English eading ac oss
humani ies and science disciplines
Tun-Ju, Tsai *
Kaohsiung Municipal Lingya Dis ic Jhong-Jheng Elemen a y School, English Teache . No.100, Fu en Rd., Lingya Dis ic ,
Kaohsiung Ci y 802, Taiwan (R.O.C.)
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
Publica ion his o y: Recei ed on 26 Ap il 2025; e ised on 11 June 2025; accep ed on 13 June 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.27.1.2325
Abs ac
This s udy aims o explo e he use o ou eading s a egies among s uden s o humani ies and science disciplines
du ing English eading. While exis ing li e a u e con i ms discipline-speci ic cogni i e di e ences esul ing om ield
aining, he ela ionship be ween academic discipline and eading s a egy use emains empi ically inconsis en .
The e o e, he p esen s udy aims o compa e he use and p e e ence o s uden s ac oss humani ies and science
disciplines ega ding scanning, p edic ing, isualizing and summa izing. Ques ionnai es we e dis ibu ed o 40
humani ies s uden s and 40 science s uden s, and answe s we e analyzed quan i a i ely and quali a i ely. The esul s
show signi ican disciplina y di e ences in s a egy use, wi h humani ies s uden s demons a ing g ea e compe ence
in scanning and p edic ing, while science s uden s showed adep ness in isualizing. While no signi ican di e ences
eme ged in s a egy p e e ence, he indings sugges ha s a egy acili a ion is media ed by h ee key ac o s:
•E iciency conside a ions,
•Language p o iciency le els, and
•Discipline-speci ic no ms.
The esul s emphasize he ole o linguis ic compe ence in eading s a egy use and he impo ance o discipline-speci ic
s a egy ins uc ion o educe ield-speci ic cogni i e dispa i ies.
Keywo ds: English eading s a egies; Disciplines; Scanning; P edic ing; Visualizing; Summa izing
1. In oduc ion
Reading is a complex ope a ion buil on li e acy and expanded h ough cogni i e in e p e a ion. In an in e ac i e model,
cogni i e ac o s in luencing eading comp ehension include backg ound knowledge, concep ual abili ies, and
s a egies (Smi h e al., 2021). English as a Fo eign Language (EFL) lea ne s u he encoun e di icul ies in English
eading due o gaps in linguis ic backg ound knowledge, necessi a ing he ac i a ion o concep ual skills and s a egies
wi hin he in e ac i e amewo k o b idge hese gaps. To achie e imp o ed eading comp ehension, eade s employ
eading s a egies o acili a e deepe unde s anding and e en ion. Reading s a egies ac i ely engage eade s in
cons uc ing meaning om ex s and allow eade s o p ocess in o ma ion mo e e ec i ely (Higgs e al., 2023). Th ough
consciously implemen ing eading s a egies when eading, eade s can moni o hei unde s anding, make in e ences,
and in eg a e new in o ma ion wi h exis ing knowledge, he eby enhancing hei o e all eading p o iciency.
Reading s a egies con ibu e o he eading p ocess in cons i u ing a wholesome and goal-o ien ed eading expe ience.
P e ious esea ch (Nasab and Mo lagh, 2015; Ali and Razali, 2019) has iden i ied h ee s a egies in eading in
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
1512
acco dance wi h he classi ica ion o lea ning s a egies p oposed by Chamo and O’Malley (1990), including (a)
cogni i e, (b) me a-cogni i e, and (c) social/a ec i e s a egies. In pa icula , cogni i e eading s a egies a e di ec
ex -p ocessing echniques which eade s u ilize o p ocess ele an in o ma ion in ex s. These s a egies acili a e
goal-o ien ed men al ac i i ies such as scanning, p edic ing, isualizing, and summa izing, which lead o comp ehension
and he in eg a ion o new in o ma ion wi h p io knowledge. Empi ical s udies ha e ound a posi i e co ela ion
be ween he use o eading s a egies and eading comp ehension in EFL con ex s. (Hilmi, 2024; Zhao, 2024). Gi en he
challenges EFL eade s ace in English eading, he acili a ion o eading s a egies is essen ial in os e ing deepe
eading comp ehension among EFL s uden s.
Empi ical s udies ha e ound a ying e ec s o eading s a egies in acco dance wi h indi idual di e ences. These
di e ences s em om English language p o iciency as well as o he unc ional ac o s, such as gende , socio-economic
backg ounds, and lea ning mo i a ion (Meniado, 2016; Al a wan, 2021; Sheikh e al., 2022). These ac o s con ibu e o
cogni i e disc epancies, which in luence eade s’ p e e ence o eading s a egies and e ec i e s a egy use. Following
his logic, s uden s om speci ic disciplines—who de elop dis inc hinking me hods h ough hei academic aining—
may exhibi a ying le els o eading s a egy use du ing L2 eading. Pa icula ly, s uden s o na u al sciences and
humani ies ha e been ound o display di e ences in cogni i e p ocessing (Pu i e al., 2020). As eading s a egy
acili a ion d aws on cogni i e p ocessing, his s udy aims o explo e he di e ences in he use and p e e ence o ou
eading s a egies—scanning, p edic ing, isualizing, and summa izing—ac oss s uden s o humani ies and science
disciplines. An unde s anding o po en ial di e ences in eading s a egy p e e ences among humani ies and science
s uden s could enable ins uc o s o design mo e ailo ed and e ec i e cu icula o English eading cou ses. By aligning
pedagogical app oaches wi h he cogni i e amewo ks o hese s uden g oups, educa o s may op imize ins uc ional
ou comes and enhance eading p o iciency.
In his s udy, ou cogni i e eading s a egies om bo om-up p ocessing, op-down p ocessing, and isual and ex ual
models o in e ac i e p ocessing we e selec ed o unde s and humani ies and science s uden s’ use and p e e ences o
eading s a egies. In selec ing p ocessing s a egies o his s udy, scanning was p io i ized among bo om-up
app oaches due o i s ocus on ex ual de ails. F om op-down s a egies, p edic ing was chosen o i s eliance on p io
knowledge and con ex ual in e ence. Wi hin in e ac i e p ocessing, isualizing was inco po a ed o examine image-
based comp ehension, and summa izing was included o assess ex ual comp ehension. While s udies ha e been
conduc ed on he s a egy p e e ence o di e en disciplines in English eading, ew ha e a ge ed speci ic disciplines
wi h di e en cogni i e p ocesses in conside a ion. To b idge his gap, he esea ch ques ions in his s udy a e p oposed
as ollows:
• Is he e any di e ence in he use o ou eading s a egies in English eading among humani ies s uden s and
science s uden s?
• Is he e any di e ence be ween he mos and leas p e e ed o he ou eading s a egies among humani ies
s uden s and science s uden s?
• Wha a e he ac o s ha in luence s uden s’ p e e ence o he ou eading s a egies?
2. Li e a u e e iew
2.1. Reading comp ehension o EFL eade s
Reading is a mul i ace ed in e ac ion be ween cogni ion, linguis ic skills, and he w i en o m o language. Reading
comp ehension can be classi ied in o h ee le els acco ding o cogni i e complexi y:
• Li e al,
• In e p e i e, and
• Applied comp ehension (he be , 1978).
In e ms o cogni i e ac i i y, his classi ica ion co esponds o ac ual examina ion, in e encing o implici in o ma ion,
and adminis e ing he p oduc o hough o eade - ex ansac ion. In english eading o e l lea ne s, l2 eading is
u he made complex by
• Linguis ic ac o s,
• Con ex ual ac o s,
• Cogni i e ac o s.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
1513
EFL s uden s o en encoun e signi ican challenges in a aining deepe le els o eading comp ehension due o hese
linguis ic, con ex ual, and cogni i e ba ie s.
In acco dance wi h he li e al le el o eading comp ehension, linguis ic ac o s include ocabula y knowledge (Kasim
and Raisha, 2017), and syn ac ic complexi y (Basilan and De Sagun, 2024). Limi ed ocabula y knowledge and weak
syn ac ic awa eness hinde eade s’ abili y o decode complex ex s, o cing hem o ely on su ace-le el p ocessing in
eading. Con ex ual ac o s include ex gen e (Qi e al., 2025) and cul u al backg ound (Raza i and Gilakjani, 2020).
Lack o amilia i y wi h gen e- and cul u al-speci ic con en ions may lead o misin e p e a ions o o e eliance on
dic iona y de ini ions a he han con ex ual cues. Finally, cogni i e ac o s include wo king memo y and language
ans e (Lu, 2023). As EFL lea ne s mus consciously decode un amilia linguis ic s uc u es while simul aneously
a emp ing o in eg a e in o ma ion and moni o comp ehension, wo king memo y cons ain s g ea ly in luence he
eading expe ience (B un au e al., 2021). In an a emp o aid he eading p ocess, EFL eade s ca y o e hei
knowledge o he na i e language du ing eading (Liu e al., 2023), esul ing in language ans e . Language ans e
may be posi i e o nega i e, he la e o which becomes e o s in lea ning. Collec i ely, hese obs acles limi he
p og ession o English eading beyond li e al comp ehension, esul ing in eading di icul ies among EFL lea ne s.
To o e come ba ie s in English eading, EFL eade s mus de elop s a egic p ocessing skills o suppo linguis ic
compe ency. In eading esea ch, bo om-up, op-down, and in e ac i e p ocessing a e undamen al cogni i e
app oaches o ex comp ehension (G abe and S olle , 2019). Bo om-up p ocessing is a ex -d i en app oach whe e
comp ehension is buil on small linguis ic uni s o cons uc la ge meaning. On he o he hand, op-down p ocessing is
a knowledge-d i en app oach whe e eade s use p io expe iences, expec a ions, and con ex ual cues o p edic and
in e p e ex . P e ious s udies ha e ound he use o op-down and bo om-up eading s a egies o be bene icial in
o e coming cogni i e di icul ies in English eading (Na az and Fa hima Hana, 2025; Yang e al., 2019). As s a egies o
help e icien ly comp ehend ex s, eading s a egies hold hei g ound in a o ex o app oaches o assis eade s in
imp o ing English eading comp ehension.
2.2. Reading s a egies in EFL se ings
Reading s a egies play a pi o al ole in o e coming he challenges aced by EFL lea ne s in English eading (Aizawa e
al., 2020; Ali and Razali, 2019; Msaddek, 2023). Empi ical esea ch on EFL eading highligh s he in e play o bo om-
up, op-down, and in e ac i e eading s a egies. Bo om-up s a egies a e ounda ional o EFL lea ne s, as hey ely
on ex ual ea u es o cons uc li e al meaning. Scanning is a selec i e eading s a egy buil on bo om-up p ocessing,
h ough which eade s ocus on isual cues (e.g., numbe s, o dis inc i e ph asing) o sea ch o speci ic in o ma ion
(Abidin, 2020). To execu e scanning e ec i ely, eade s i s iden i y he a ge in o ma ion, hen mo e hei eyes
sys ema ically—o en in a zigzag o e ical pa e n—ac oss he ex , pausing only when encoun e ing po en ial
ma ches. This s a egy p io i izes speed and accu acy, making i pa icula ly use ul o na iga ing dense o leng hy
ma e ials (Asmawa i, 2015). P o iciency in scanning is associa ed wi h amilia i y wi h ex ual con en ions and he
abili y o op imize cogni i e e o o ask-speci ic e ie al. P io s udies ha e ound ha scanning signi ican ly
imp o ed EFL eade s’ pe o mances in eading comp ehension es s, as eade s could pinpoin impo an in o ma ion
in long ex s (Koma a and Dewi, 2021). By p io i izing ex ual de ails, bo om-up s a egies such as scanning enhance
eading e iciency, and empowe a ge ed in o ma ion e ie al in linguis ically un amilia ex s.
Con e sely, op-down s a egies enable lea ne s o make up o linguis ic gaps by le e aging backg ound knowledge
h ough con ex ual guessing and schema ac i a ion. P edic ing is a cogni i e eading s a egy ha enhances
comp ehension by ac i ely engaging eade s in an icipa ing wha will be ead based on p io knowledge, ex ual clues,
and con ex ual clues (Du y, 2009). By o mula ing hypo heses abou eading con en s, eade s s eng hen hei ocus
and es ablish meaning ul connec ions be ween new and exis ing knowledge. E ec i e p edic ion elies on (a) s uden s’
in e p e a ion o ex ual clues, (b) ac i a ion o p io knowledge ela ed o he opic, and (c) con inuously e ising
p edic ions as new in o ma ion is encoun e ed (B od, 2021). Sumi a , Padilah, and Ha yudin (2019) explo ed he
impac s o he p edic ion s a egy in EFL eading and ound ha p edic ing wha will be ead can signi ican ly inc ease
eading comp ehension. When sys ema ically applied, op-down eading s a egies such as p edic ing ans o m
eading in o an in e ac i e p ocess, b idging comp ehension gaps, and p omo ing c i ical hinking.
Buil on he ounda ion o bo om-up and op-down s a egies, in e ac i e p ocessing models hold ha p o icien
eade s dynamically in eg a e bo h s a egies. In e ac i e s a egies emphasize he ecip ocal ela ionship be ween
decoding ex ual elemen s and applying p io knowledge. Visualizing is an in e ac i e eading s a egy ha enhances
comp ehension by enabling eade s o cons uc men al image y in acco dance wi h he ex , esul ing in enhanced
comp ehension and e en ion (Top Teaching Tasks, 2020). As EFL eade s ead, hey a e encou aged o pause a key
desc ip i e passages and isualize senso y de ails o deepen engagemen wi h he ex . This cogni i e s a egy
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
1514
s eng hens eade s’ abili ies o in e meaning and connec ex ual in o ma ion o p io knowledge. Resea ch sugges s
ha isualizing suppo s he decoding o complex ex s o p omo e eading comp ehension (De i and Sia, 2020) and
os e s mo i a ion by cul i a ing an imme si e eading expe ience (Da mayan i, 2021). Fo EFL lea ne s, his s a egy
is pa icula ly bene icial as i b idges linguis ic gaps by connec ing abs ac language o men al pic u es.
Ano he in e ac i e eading s a egy is summa izing, in which eade s o ganize and es a e key ideas om a ex in hei
own wo ds o op imize eading comp ehension. Th ough his s a egy, eade s iden i y essen ial de ails and ep oduce
in o ma ion e icien ly. In pedagogical p ac ices, summa izing can be sca olded h ough guided ins uc ion, such as
p o iding g aphic o ganize s and encou aging pee discussions o e ine unde s anding (P ase yo and Fa han, 2024).
P io esea ch looking in o he impac s o summa izing in eading comp ehension has es ablished he bene i s o his
s a egy o EFL eade s (Rami ez-A ila and Ba ei o, 2021). These bene i s include he ein o cemen o g amma ical
s uc u al knowledge and discou se cohe ence, and he de elopmen o c i ical hinking and language p oduc ion skills.
The e o e, summa izing p o es aluable in EFL eading, as i equips lea ne s wi h linguis ic and cogni i e skills o
eading success.
Reading s a egy p e e ence has been shown o a y acco ding o indi idual di e ences, such as disciplines, o ‘ ields
o s udy’. A p e ious s udy by Beći o ić, B da e ić Čeljo and Polz (2017) e ealed signi ican di e ences in choice o
eading s a egies among he English and managemen depa men s in a uni e si y in Sa aje o. Empi ical indings by
Daguay-James and Bulusan (2020) e ealed s a is ically signi ican disciplina y a ia ions in eading s a egy u iliza ion
among EFL eshmen, wi h di e gences in sel - epo ed u iliza ion o eading s a egies ela ed o p edic ing,
summa izing, and scanning. On he o he hand, some s udies ha e ound no signi ican di e ence in eading s a egy
use and p e e ence ac oss disciplines. Ahmed (2020) ound no signi ican di e ences in eading s a egy use among
a ious disciplines. Likewise, Köse and Güneş (2021) ound no signi ican di e ence among eading s a egy equency
and p e e ence among he acul y o educa ion and he acul y o a s and humani ies. While ac o s con ibu ing o
hese di e gen ou comes a e ye unclea , hese empi ical indings e eal possible discipline-dependen a iables in
eading s a egy acili a ion.
In summa y, empi ical esea ch has demons a ed he e icacy o eading s a egies o EFL eade s. Con ex -
app op ia e implemen a ion o speci ic eading s a egies can eap linguis ic and cogni i e ad an ages o eade s.
Howe e , exis en s udies examining disciplina y di e ences in eading s a egy u iliza ion yield inconclusi e indings,
sugges ing a need o u he explo a ion.
3. Me hod
3.1. Pa icipan s
A o al o 80 sophomo e s uden s pa icipa ed in he s udy, wi h 20 s uden s om he geog aphy, Chinese, physics, and
chemis y depa men s espec i ely. The sophomo e s uden s we e ec ui ed om a uni e si y in Taiwan and assigned
o wo g oups acco ding o hei disciplines: he humani ies g oup and he science g oup. The humani ies g oup
consis ed o sophomo es om he geog aphy and Chinese depa men s (N=40), whe eas he science g oup consis ed o
sophomo es om he physics and chemis y depa men s (N=40). The pa icipan s ha e had expe ience in s udying
English as a o eign language o mo e han nine yea s, beginning om hi d o wel h g ade, as pe he compulso y
educa ion sys em in Taiwan. Pa icipan s ha e adequa e p o iciency in English eading, as hey ha e English eading
expe ience in high school and we e aking English as a compulso y subjec in uni e si y. Table 1 p esen s pa icipan
dis ibu ion on he same English mid e m es p io o his s udy.
Table 1 Pa icipan dis ibu ion on English mid e m es
Humani ies
Sciences
N
P
N
P
100%
22
27.5%
15
18.75%
80% o abo e
41
51.25%
47
58.75%
60% o abo e
14
17.5%
9
11.25%
Below 60%
3
3.75%
9
11.25
No e. N=Numbe , P=Pe cen age
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
1515
Table 1 demons a es an equi able dis ibu ion o humani ies and science s uden s ac oss he es pe o mance
ca ego ies o 80 and abo e, and below 80. The e o e, he e is no signi ican dispa i y be ween he English p o iciency
o humani ies and science pa icipan s in his s udy.
3.2. S udy design
In his s udy, pa icipan s answe ed a ques ionnai e ega ding hei usage o he ou me acogni i e s a egies in English
eading: scanning, p edic ing, isualizing, and summa izing. A Ques ionnai e on he S uden s’ Pe cep ions o Fou
S a egies in English Reading was designed, comp ising 24 ques ion i ems and wo open- esponse ques ion i ems. I ems
1-24 we e designed in a i e-poin Like scale, anging om “s ongly ag ee”, “ag ee”, “neu al”, “disag ee”, o “s ongly
disag ee”. I ems 1-6 examined s uden s’ pe cep ions o he scanning s a egy. I ems 7-12 explo ed s uden s’ pe cep ions
o he p edic ing s a egy. I ems 13-18 inspec ed s uden s’ pe cep ions o he isualizing s a egy. I ems 19-24 p obed
in o s uden s’ pe cep ions o he summa izing s a egy. Finally, i ems 25-26 we e wo open-ended ques ions inqui ing
abou he mos and leas p e e ed o he eading s a egies and eade s’ easons o hei p e e ence. The ques ionnai e
was adminis e ed in Manda in o help he subjec s ho oughly unde s and each ques ion i em.
To unde s and he eliabili y and alidi y o he ques ionnai e, a pilo s udy was conduc ed he p e ious yea wi h 20
sophomo es each om he chemis y depa men and English depa men . In he pilo s udy, he pe cep ions o he
ques ionnai e o he subjec s we e compu ed by Reliabili y S a is ics in he Scale o SPSS20.0. The eliabili y coe icien
o he ques ionnai e on he s uden s’ pe cep ions o scanning, p edic ing, isualizing and summa izing was eliable, as
he C onbach’s coe icien alpha (α) was highe han 0.70 (α = 0.94). In con i ming he alidi y o he ques ionnai e, he
esul s o he pilo s udy we e compu ed by he Kaise -Meye -Olkin and Ba le ’s Tes o Fac o Analysis in Dimension
Reduc ion o SPSS20.0. The KMO Measu e o Sampling Adequacy is conside ed alid when he esul is highe han 0.60.
The esul o he s a is ical da a was 0.62, which was highe han he s anda d 0.60, and he ques ionnai e is he e o e
conside ed alid.
The esul s o i ems 1-24 o he ques ionnai e we e p ocessed by means o an Independen Samples T-Tes . Responses
o open-ended ques ions we e analyzed ia equency and pe cen age o unde s and he mos - and leas -p e e ed
eading s a egies in he humani ies and science g oups, espec i ely. Reasons o p e e ence we e analyzed
quali a i ely.
4. Resul s and discussion
4.1. Di e ences in eading s a egy use
To answe he i s esea ch ques ion, desc ip i e s a is ics o he ques ionnai e i ems 1-24 we e analyzed o
unde s and he di e ences in u iliza ion o he ou eading s a egies among humani ies s uden s and science s uden s.
The ollowing Table 2 p esen s i ems in he ques ionnai e ha yield signi ican di e ences ac oss disciplines on eading
s a egy use.
Table 2 Signi ican di e ences ac oss disciplines on eading s a egy use
I em
G oup
Mean
SD
Sig. (2- ailed)
2. I can quickly scan o ime in an English ex by looking o
con ex ual cues (e.g., a , o’clock).
H
3.80
1.018
0.130
0.008**
S
3.78
0.660
6. I usually know wha wo ds o look o when scanning in English
ex s.
H
3.50
1.1013
1.906
0.004**
S
3.13
0.723
8. I can p edic wha will be ead in he ex by looking a he opic
sen ence.
H
3.88
0.822
1.316
0.005**
S
3.48
0.640
16. When eading an English ex , I can isualize consecu i e
e en s.
H
3.68
0.660
-2.139
0.044*
S
4.03
0.797
17. When eading an English ex , I can isualize addi ional de ails
on he basis o wha is ead om he ex .
H
3.38
0.952
-3.420
0.014*
S
4.03
0.733
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
1516
No e. H=Humani ies, S=Science, SD= S anda d de ia ion, *p< 0.05, **p< . 01
As displayed in Table 2 abo e, signi ican di e ences we e ound ega ding he use o scanning, p edic ing, and
isualizing ac oss s uden s o di e en disciplines. Howe e , he e we e no signi ican di e ences ac oss humani ies
and science disciplines ega ding he use o summa izing.
To begin wi h, answe s o I em 2 achie ed s a is ical signi icance because he p- alue o I em 2 is lowe han .01
( =0.103, p=0.008), indica ing humani ies s uden s ha e mo e posi i e pe cep ions (M=3.80>3.78) o using scanning
o ime- ela ed in o ma ion in English ex s. This is in acco dance wi h Vakili and Mohammed’s (2022) inding ha
humani ies disciplines use mo e ad e bials han science disciplines. Acco dingly, humani ies s uden s a e mo e amilia
wi h ime- ela ed English g amma ical elemen s in a ex , which has posi i e e ec s on hei use o scanning.
Fu he mo e, I em 6 achie ed s a is ical signi icance because i s p- alue is lowe han 0.01 ( =1.906, p=0.004).
Humani ies s uden s a e mo e posi i e hey know wha o look o when scanning du ing English eading. This inding
is suppo ed by Majumda e al.’s (2021) de elopmen o a humani ies cou se in which s uden s we e in oduced o
di e en o ms and e minologies associa ed wi h he a ge ed ex s. Th ough he cou se, humani ies s uden s acqui e
amilia i y wi h key ocabula y ela ed o ce ain opics, he eby cul i a ing he abili y o iden i y e minology ele an
o loca ing speci ic in o ma ion in a ex . In summa y, humani ies s uden s ha e displayed mo e posi i e pe cep ions o
he use o he scanning s a egy o ind ime- ela ed ex ual elemen s, and know wha wo ds o look o du ing scanning.
Table 2 also shows a signi ican di e ence in he use o p edic ing ac oss s uden s o di e en disciplines. Answe s o
I em 8 achie ed s a is ical signi icance because he p- alue o I em 8 is lowe han 0.01 ( =1.316, p=0.005), sugges ing
humani ies s uden s demons a e g ea e p o iciency in an icipa ing ex ual con en based on opic sen ences compa ed
o science s uden s. (M=3.88>3.48). This inding aligns wi h Za e and Ma oon’s (2015) obse a ion ha science
s uden s ypically exhibi eluc ance owa d o mula ing hypo heses when p esen ed wi h inadequa e da a.
Acco dingly, science s uden s a e mo e cau ious in acili a ing p edic ion du ing eading comp ehension asks.
In e ms o isualizing, I em 16 achie ed s a is ical signi icance because he p- alue o I em 16 is lowe han 0.05 ( =-
2.139, p=0.044), which sugges s ha science s uden s a e mo e compe en in men ally sequencing and isualizing
successi e e en s compa ed o humani ies s uden s (M=4.03>3.68). This inding can be suppo ed by Hall e al.’s s udy
(2022) ha educa ional ac i i ies in science disciplines display highe le els o isualiza ion skills. Fu he mo e, I em
17 achie ed s a is ical signi icance because he p- alue o I em 17 is lowe han 0.05 ( =-3.420, p=.014), indica ing ha
science s uden s belie e hey a e mo e capable o isualizing addi ional de ails on he basis o wha is ead om he ex
han humani ies s uden s. Albaili’s (1993) s udy suppo s his inding in ha science s uden s a e ound o be p one o
engaging in igh -hemisphe ic s yle p ocessing. In o he wo ds, science s uden s syn hesize concep s and associa e ac s
o cons uc a comp ehensi e isualiza ion o he ex ha en iches hei eading comp ehension h ough de ailed
elabo a ion. The sys ema ic hinking pa e ns cul i a ed h ough aining in science disciplines b ing cogni i e
ad an ages in isualizing while eading.
In answe o he i s esea ch ques ion, humani ies s uden s’ answe s o he ques ionnai e exhibi ed inc eased and
p ac iced acili a ion o scanning and p edic ing o e science s uden s. In isualizing, science s uden s we e mo e adep
a implemen ing he s a egy due o pedagogical aining in hei disciplines. The e we e no signi ican di e ences in
he use o summa izing ac oss humani ies and science disciplines.
4.2. P e e ence o eading s a egy
To answe he second esea ch ques ion, da a collec ed om open- esponse ques ions on he p e e ence o eading
s a egies we e analyzed by equency and pe cen age. Figu e 1 p esen s he p e e ed eading s a egy o humani ies
s uden s and science s uden s.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
1517
Figu e 1 P e e ed eading s a egy o humani ies s uden s and science s uden s
As p esen ed in Figu e 1, scanning is he mos p e e ed eading s a egy o bo h humani ies and science s uden s,
ollowed by isualizing. Fo humani ies s uden s, summa izing is a o ed o e p edic ing, and ice e sa o science
s uden s. Fu he mo e, science s uden s’ esponses show isualizing is p e e ed o e summa izing, hough Table 1
displays a lowe mean in he use o scanning o science s uden s. Reasons o his will be discussed in he nex sec ion.
The ollowing Figu e 2 p esen s he leas p e e ed eading s a egy o humani ies s uden s and science s uden s.
Figu e 2 Leas p e e ed eading s a egy o humani ies s uden s and science s uden s
The da a p esen ed in Figu e 2 indica e ha summa izing is he leas p e e ed eading s a egy among bo h humani ies
and science s uden s, wi h p edic ing and scanning also ela i ely low in anking. No ably, he e is no signi ican
di e ence be ween he wo s uden g oups ega ding he o de o leas p e e ed eading s a egies, indica ing no
signi ican disciplina y di e ences in a e sion o eading s a egies. The unde lying easons o hese p e e ences will
be explo ed in he subsequen sec ion.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
1518
4.3. Reasons o p e e ence
To answe he hi d esea ch ques ion, da a om open- esponse ques ions inqui ing abou easons o p e e ence o
eading s a egy use we e quali a i ely analyzed. In e ms o he mos p e e ed s a egy, humani ies and science
s uden s epo ed a o ing scanning because “i was as ” and “can help in ge ing he gis o he ex quickly”. This
sugges s ha ime e iciency plays a c i ical ole in s uden s' selec ion o eading s a egies. Rega ding p edic ing,
s uden s app ecia ed i s bene i s in compensa ing o limi ed ocabula y and acili a ing opic engagemen . Visualizing
was alued o i s abili y o link ex ual con en wi h image y ep esen a ion o enhance comp ehension, hough science
s uden s no ed occasional di icul ies in o ming men al images due o insu icien ex ual de ail. Finally, summa izing
was p e e ed o i s e ec i eness in o ganizing key in o ma ion o an o e all e iew o he ex . These indings
con ibu e o a deepe unde s anding o he pedagogical conside a ions equi ed o suppo discipline-speci ic eading
s a egy ins uc ion in highe educa ion.
No signi ican disciplina y di e ences we e ound in s uden s’ pe cep ions o leas p e e ed s a egies. Fo s uden s
ac oss bo h disciplines, nega i e pe cep ions o scanning we e a ibu ed o he opinion ha “ eade s s ill ha e o go
back o he ex o ca e ully ead o speci ic de ails”, and “some key wo ds can be misleading, so eade s s ill ha e o
ead he whole ex ”. In e ms o p edic ing, science s uden s pe cei ed he s a egy o be inadequa e due o i s
un eliabili y, wi h one s uden no ing: “p edic ions a e o en p o ed w ong”, and ano he exp essing: “ he e’s no
enough in o ma ion o make p edic ions”. Fo isualizing, one humani ies s uden exp essed ha he s a egy “added
o cogni i e bu den”, and a science s uden s a ed ha “I don’ use isualizing, jus ou o habi ”. Finally, summa izing
was pe cei ed o be ine icien in eading (“i ’s oo ime-consuming”, and “ he e’s no poin in o ganizing he ex in you
own wo ds i you al eady unde s and i ”) and s uden s u he exp essed conce ns abou g amma ical accu acy in hei
ou pu summa ies. These indings highligh how eading s a egy a e sion s ems om linguis ic (e.g., g amma
accu acy in summa ies), p ac ical (e.g., ime e iciency), and discipline-speci ic no ms (e.g., science s uden s a e
unwilling o make p edic ions based on limi ed in o ma ion).
In summa y, he main easons o he p e e ence o eading s a egies a e associa ed wi h ime consump ion. This is in
acco dance wi h Wi he by, Babineau, and Taube ’s (2025) no ion ha lea ne s’ s a egy selec ion is signi ican ly
in luenced by pe cei ed ime in es men and implemen a ion e o . Such beha io aligns wi h cogni i e load heo ies,
sugges ing ha eade s a oid s a egies ha a e o e ly demanding. Secondly, lack o linguis ic p o iciency o implemen
s a egies is also an impo an ac o . This is consis en wi h Alao i’s s udy o 2020, in which i was ound ha linguis ic
p o iciency was a majo ba ie in he use o summa iza ion among s uden s. In English eading, limi ed linguis ic
p o iciency c ea es a h eshold ba ie ha p e en s lea ne s om ully u ilizing sophis ica ed eading s a egies.
Finally, disciplina y aining in luences s uden s’ eading s a egy use ac oss ields o s udy. This inding can be
suppo ed by Be gman’s (2024) inding ha p ac ices and cogni ion a y ac oss disciplines, and s uden s can achie e
be e eading comp ehension in ex s associa ed wi h hei ield o s udy wi h explici disciplina y aining.
Consequen ly, discipline-speci ic no ms and cons ain s in luence s uden s’ choice o eading s a egy use.
5. Conclusion
The p esen s udy e eals signi ican disciplina y di e ences in s a egy use, wi h humani ies sophomo e s uden s
employing scanning and p edic ion mo e equen ly and adep ly han science sophomo e s uden s. On he o he hand,
science s uden s can acili a e isualizing in English eading be e han hei humani ies coun e pa s. These indings
align wi h exis ing li e a u e documen ing discipline-speci ic a ia ions in eading s a egy applica ion. Fu he mo e,
esul s indica e di e ences in p e e ed eading s a egies, while he e is no signi ican a ia ion in leas p e e ed
eading s a egies. S a egy selec ion appea s media ed by empo al cons ain s, linguis ic p o iciency, and discipline-
speci ic no ms. The esul s o his s udy p o ide u he e idence ha s uden s ac oss disciplines di e in hei selec ion
and p e e ence o English eading s a egies. Consequen ly, pedagogical in e en ions should:
• Accommoda e lea ne s' linguis ic compe encies o op imize s a egy implemen a ion,
• Inco po a e speci ic eading s a egy aining o p o ide c oss-disciplina y oppo uni ies in p ac icing eading
s a egies (e.g., encou aging science s uden s o unde ake summa izing asks), and
• P o ide e lec ion exe cises o b idge s a egy gaps ac oss academic domains.
Fu u e esea ch can expand he s udy o include a mo e comp ehensi e ange o cogni i e and me acogni i e eading
s a egies in English eading while inco po a ing pa icipan s om addi ional academic disciplines o be e unde s and
discipline-speci ic pa e ns in eading s a egy use.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 27(01), 1511-1521
1519
Compliance wi h e hical s anda ds
S a emen o in o med consen
In o med consen was ob ained om all indi idual pa icipan s included in he s udy.
Re e ences
[1] Abidin, A. Z. (2020). S uden s eading comp ehension h ough scanning echnique. Jou nal o Asian Mul icul u al
Resea ch o Educa ional S udy, 1(1), 28–35. h ps://doi.o g/10.47616/jam es. 1i1.13
[2] Ahmed, R. (2020). In es iga ing EFL lea ne s' awa eness o cogni i e and me acogni i e eading s a egies o
s uden s in di e en disciplines. A ab Wo ld English Jou nal, 11 (3), 294–304.
h p://dx.doi.o g/10.24093/awej/ ol11no3.18
[3] Aizawa, I., Rose, H., Thompson, G., and Cu le, S. (2020). Beyond he h eshold: Explo ing English language
p o iciency, linguis ic challenges, and academic language skills o Japanese s uden s in an English medium
ins uc ion p og amme. Language Teaching Resea ch. h p://dx.doi.o g/10.1177/1362168820965510
[4] Alao i, A.O. (2020). Di icul ies o summa izing and pa aph asing in English as a Fo eign Language (EFL): Saudi
g adua e s uden s’ pe spec i es. In e na ional Jou nal o English Language Educa ion, 8(2), 193–211.
h ps://doi.o g/10.5296/ijele. 8i2.17788
[5] Albaili, M. A. (1993). In e ed hemisphe ic hinking s yle, gende , and academic majo among Uni ed A ab
Emi a es college s uden s. Pe cep ual and Mo o Skills, 76(3), 971–977.
h ps://doi.o g/10.2466/pms.1993.76.3.971
[6] Al a wan, S. (2021). Te ia y le el Saudi EFL lea ne s’ eading s a egies in ela ion o gende and p o iciency.
Reading Psychology, 42(6), 577–605. h ps://doi.o g/10.1080/02702711.2021.1888350
[7] Ali, A. M., and Razali, A. B. (2019). A e iew o s udies on cogni i e and me acogni i e eading s a egies in
eaching eading comp ehension o ESL/EFL lea ne s. English Language Teaching, 12(6), 94–111.
h ps://doi.o g/10.5539/el . 12n12p94
[8] Asmawa i, A. (2015). The e ec i eness o skimming–scanning s a egy in imp o ing s uden s‘ eading
comp ehension a he second g ade o Smk Da ussalam Makassa . ETERNAL (English, Teaching, Lea ning, and
Resea ch Jou nal), 1(1), 69–83. h ps://doi.o g/10.24252/ETERNAL.V11.2015.A9
[9] Basilan, M. L. J. C., and De Sagun, D. R. G. (2024). Analysis o he ole o syn ac ic complexi y in s uden s’ eading
comp ehension: A eache ’s pe spec i e. Jou nal o Con empo a y Educa ional Resea ch, 8(8), 253–264.
h ps://doi.o g/10.26689/jce . 7i3.7650
[10] Beći o ić, S., B da e ić Čeljo, A., and Polz, E. (2017). The use o me acogni i e eading s a egies among s uden s
a In e na ional Bu ch Uni e si y: A case s udy. Eu opean Jou nal o Con empo a y Educa ion, 6(4).
h p://dx.doi.o g/10.13187/ejced.2017.4.645
[11] Be gman, L. (2024). S uden s' eading in highe educa ion: Challenges and ways o wa d. Jou nal o Adolescen
and Adul Li e acy, 67(6). 414–423. h ps://doi.o g/10.1002/jaal.1346
[12] B od, G. (2021). P edic ing as a lea ning s a egy. Psychonomic Bulle in and Re iew, 28(6), 1839–1847.
h ps://doi.o g/10.3758/s13423-021-01904-1
[13] B un au , T., Ko mos, J., Michel, M., and Ra ajczak, M. (2021). Tes ing young o eign language lea ne s’ eading
comp ehension: Explo ing he e ec s o wo king memo y, g ade le el, and eading ask. Language Tes ing, 38(3),
356–377. h ps://doi.o g/10.1177/0265532221991480
[14] Chamo , A. U. and O’Malley, J. M. (1990). Lea ning s a egies in second language acquisi ion. Ox o d, London:
Ox o d Uni e si y P ess.
[15] Daguay-James, H., and Bulusan, F. (2020). Me acogni i e s a egies on eading English ex s o ESL eshmen: A
sequen ial explana o y mixed design. TESOL In e na ional Jou nal, 15(1), 20-30.
[16] Da mayan i, N. P. E. (2021). E ec o isualized eading con en on s uden s’ eading mo i a ion. The A o
Teaching English as a Fo eign Language, 2(2), 78–83. h ps://doi.o g/10.36663/ a e l. 2i2.120
