Emirati Journal of Education and Literature

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Vol. 3 No. 1 (2025): Emirati Journal of Education and Literature

Reading Strategy Use among ESP Learners: Do Age, Gender, and Major Matter?

  • Fatemeh Rezaei
Submitted
June 12, 2025
Published
2025-07-17

Abstract

This study investigated the influence of age, gender, and academic major on reading strategy use among English for Specific Purposes (ESP) learners at Mazandaran University. Using a quantitative survey design, data were collected from 125 students (humanities and engineering majors) via the Persian version of the Survey of Reading Strategies (SORS). Shapiro-Wilk tests confirmed data normality, and independent samples t-tests and one-way ANOVA were employed for analysis. Results revealed no significant age-based differences in strategy use (F = 0.851, p = 0.434), suggesting age is not a critical factor in this context. However, gender and major significantly predicted strategy deployment: female students used strategies more frequently than males (t = -5.15, p < 0.001), and engineering students outperformed humanities students (t = -4.1085, p < 0.001). Problem-solving strategies (e.g., re-reading, adjusting speed) were most prevalent, followed by support and global strategies, aligning with prior findings (Mokhtari & Sheorey, 2002). The study highlights discipline-specific strategic demands, with engineering students potentially benefiting from their analytical training. These outcomes demonstrate the need for tailored ESP instruction, particularly to address gender gaps and disciplinary disparities in strategy use. The findings offered practical insights for educators to enhance strategic reading instruction in ESP contexts, emphasizing global strategy training for humanities students and metacognitive awareness for male learners.

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