The Use of Compensatory Social Cultural Interactive Strategies on EFL Iraqi College Students Performance in Reading Comprehension

	The Use of Compensatory Social Cultural Interactive Strategies on EFL Iraqi College Students Performance in Reading Comprehension
Al-Zahraa Journal of Linguistic and Literary Studies
Volume 0, Issue 0, September 2025, Pages 126-143 PDF (376.15 K)
Document Type: Research Article
Abstract
The present research investigates the impact of compensatory socio-cultural interactive strategies on reading comprehension performance of Iraqi college students who are studying English as a Foreign Language (EFL). The research aims to explore how integrating socio-cultural contexts into reading activities can enhance students’ comprehension abilities. Utilizing a mixed-methods approach, the study involved a sample of EFL students from various Iraqi colleges. Quantitative data were collected through pre- and post-intervention reading comprehension tests, while qualitative insights were gathered via student interviews and classroom observations. The findings indicate that students who engaged in socio-cultural interactive strategies demonstrated significant improvements in reading comprehension compared to those who followed traditional methods. This suggests that incorporating socio-cultural elements in EFL instruction can effectively address comprehension challenges and foster a more engaging and meaningful learning experience. The study concludes with recommendations for EFL educators to adopt these strategies to improve reading outcomes in similar educational contexts.
Keywords
Compensatory; Socio-cultural; Interactive Strategies; Reading Comprehension

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