Investigating the Correlation between Reading Comprehension and Strategic Thinking among Iraqi EFL Preparatory School Students

Abstract

L2 learning research has long focused on the significance of strategic thinking as a significant factor in academic performance. Individual variations in language acquisition are still as significant as intrapersonal and interpersonal abilities and learning methodologies. One of the receptive abilities that children should cultivate early in their English language education is reading. Students who develop this creative ability will be better able to master other language-related abilities including speaking, writing, and listening. The problem pf the study is clarified as it is intended to answer the following questions: First, Do Iraqi EFL students possess sufficient reading comprehension and strategic thinking? The second is there a correlation between Iraqi EFL between reading comprehension and strategic thinking in Iraqi EFL preparatory school students? Because of this, this study is a correlational study, and the total number of participants is 100 students from various Iraqi EFL preparation schools in the 2024-2025 academic year. To accomplish the goals of this study, two tools are utilized: The British Council's reading comprehension exam is used to assess students' reading comprehension skills, while John Pisapia's (2014) questionnaire has been used to determine students' strategic thinking. The two instruments are used on the study sample after the psychometric properties have been verified. The results show that students' reading comprehension is moderate and their strategic thinking skills are strong. Moreover. The results also show a statistically significant relationship between the participants' reading comprehension and strategic thinking. Additionally, the strategic thinking of Iraqi EFL preparation school students assists to explain the difference in reading comprehension.