Abstract

This study investigates the reading strategies employed by Saudi learners of foreign languages when engaging with political texts and examines the influence of selected variables on strategy use. Adopting a descriptive survey design, the researcher collected data from a sample of 103 Saudi learners studying English, French, Spanish, and Chinese at three higher education institutions. The study utilized a questionnaire adapted from the Metacognitive Awareness of Reading Strategies Inventory, which measures three categories of strategies: global, problem-solving, and support. The findings revealed that learners use reading strategies at a generally high level, with problem-solving strategies ranking first, followed by global strategies and support strategies. This indicates that learners rely heavily on higher-order cognitive processes such as inference, analysis, and evaluation when dealing with the complexity of political texts. The results also showed no statistically significant differences in strategy usage based on language major, gender, or language proficiency level. However, a significant effect was found for learners’ level of familiarity with global political events, with higher familiarity associated with greater use of reading strategies. The study highlights the importance of background knowledge in facilitating comprehension and enhancing strategic reading behavior. It also underscores the need for explicit instruction in metacognitive and problem-solving strategies, as well as the integration of authentic political content in foreign language curricula. The findings contribute to the limited research on reading political texts in foreign language contexts and offer pedagogical implications for improving learners’ reading comprehension and strategic awareness.

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