Factors Shaping Reading Strategy Use among English Language Learners in Pakistan: A Systematic Review

https://doi.org/10.5281/zenodo.18297672

Abstract

Reading strategies refer to purposeful actions employed by readers to improve comprehension and manage textual difficulties. Although a substantial body of research has examined factors influencing reading strategy use among English language learners, limited attention has been given to synthesizing evidence specifically within the Pakistani English as a Second Language context. This systematic review addresses this gap by examining empirical studies on factors affecting reading strategy use among Pakistani ESL learners, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The review synthesizes findings from studies published between 2022 and 2025 and identifies key learner-related, instructional, and contextual factors influencing strategy use. Factors frequently examined across studies include English reading proficiency, gender, and academic level, field of study, text type, and reading anxiety. The evidence indicates that proficient readers employ a wider range of effective cognitive and metacognitive strategies, while learners with higher academic exposure demonstrate more frequent and purposeful strategy use. Female learners generally report greater strategy diversity than male learners, and strategy use varies according to text type. An inverse relationship between reading anxiety and strategy use is consistently observed. Based on these findings, the review recommends that ESL instruction in Pakistan be responsive to learners’ proficiency levels, academic backgrounds, and affective needs, with explicit strategy training integrated into reading pedagogy. Such alignment may enhance learners’ strategic competence and overall reading comprehension in ESL classrooms.