Students’ Preferences and Engagement Level with Various Traditional Reading Comprehension Strategies: A Quantitative Analysis

This study investigates undergraduate English majors' preferences and engagement levels regarding traditional reading comprehension strategies. It addresses a critical gap in educational research. Also, it emphasizes the importance of reading comprehension for academic achievement and long-term learning retention. Existing literature explores the effectiveness of various strategies. However, there is limited insight into which methods students favor and how these preferences impact their engagement. Without such understanding, instructional approaches risk disconnecting from learners’ needs, reducing effectiveness. The primary aim of this research is to bridge this gap by identifying students’ preferred comprehension strategies. It assesses their reported engagement and examines the relationship between the two. A quantitative survey was conducted among 72 English majors at a public university. It used a structured questionnaire with demographic details, strategy preference, and engagement measures. The data analysis indicates a strong preference for summarization and questioning strategies. Both of these factors show a positive correlation with higher engagement levels. These findings underscore the importance of aligning instruction with student preferences to enhance academic outcomes. The study offers meaningful insights into adapting traditional reading strategies to support learners better. It highlights the value of integrating student perspectives into instructional design. Ultimately, this research provides educators and curriculum developers with a foundational framework to create more engaging and effective reading instruction. It promotes stronger comprehension and academic success among undergraduates.