Reading Strategies for EFL Learners in Remote and Resource-Limited Contexts

A Literature Review of Challenges and Practices

Abstract

Reading comprehension remains a challenge for many EFL learners, particularly in remote and resource-limited contexts where access to learning materials, qualified teachers, technology, and regular English exposure may be limited. This study reviews existing literature on reading strategies in EFL classrooms, with a particular focus on how such strategies can be applied in remote educational settings. Using a library research approach, relevant studies were reviewed and compared to identify recurring patterns related to reading strategy use, contextual barriers, teacher support, learner differences, and the use of technology. This study used library research to collect the data. The findings show that cognitive and metacognitive reading strategies can support reading comprehension, but their effectiveness varies according to learners’ abilities and the conditions in which strategies are taught and practiced. Remote learners face linguistic, instructional, technological, and resource-related barriers, yet they also develop their own ways of managing reading difficulties. The review further highlights the importance of explicit teacher guidance, gradual practice, contextual adaptation, and appropriate use of technology in developing strategic reading and learner autonomy. Overall, effective reading strategy instruction in remote EFL contexts does not necessarily depend on sophisticated resources, but on strategies that are practical, accessible, and responsive to learners’ actual needs and learning conditions.