On the Relationship between Iranian High School EFL Learners' Reading Comprehension Strategies and Their Majors

The present study focuses on determining the relationship between Iranian high school EFL learner's reading comprehension strategies and their majors. Seven hundred and Eighty nine Iranian EFL learners from Math, Humanities, Vocational, Technical, and Natural science majors from grade two from males and females from different cities were selected through non-probability sampling (accidental sampling) to participate in the study. A reading strategy inventory and Classroom Observation Coding Protocol as instruments were used to collect the required data. The data were analyzed through descriptive statistics to determine the frequency of strategies employed by the learners. Kruskal-wallis and Mann-Whitny U test was also employed to find out how the use of strategies varied according to students' majors. The findings of the study revealed that there is no significant difference in the use of overall reading comprehension strategies between different majors. Besides, it showed the preferences of using problem solving strategies in Math and Technical and support strategies in Vocational and Natural science students.