Résumé:
This study aims to investigate the strategies implemented to facilitate reading comprehension among first-year EFL students at the department of English, University of Jijel. Opting for a sequential mixed-methods design, the current research combines both quantitative and qualitative approaches using a student questionnaire, a reading comprehension test, and a follow-up teacher interview. The research
findings indicate that while many students are familiar with basic reading strategies such as skimming and
scanning, their knowledge of more advanced strategies like SQ3R is limited. Moreover, students usually
encounter significant difficulties, particularly with regard to vocabulary, academic language, as well as
summarizing skills. Teachers on the other hand emphasized the importance of strategy instruction, but noted certain limitations such as time constraints and low student motivation. They suggested establishing a dedicated reading module in addition to creating some reading clubs to improve student engagement.
Overall, the study highlights the essential role of reading strategies in simplifying mprehension and recommends also increased support for both students and teachers to promote more effective reading
practices.
