This research explores the awareness and use of cognitive and metacognitive reading strategies of Omani EFL (English as a Foreign Language) students studying different disciplines. The participants were three hundred and seventy-five Omani EFL first year diploma students studying biology, business, information technology, engineering, and English in a higher education institution in Oman. The study compared and contrasted strategy use across disciplines and examined the relationships among strategy preferences and discipline. Survey of Reading Strategies (SORS), a self-report questionnaire by Mokhtari and Sheorey (2002) was used to collect data. Statistical and descriptive analysis indicates that Omani EFL learner's most preferred category of reading strategies was cognitive strategies, followed by support strategies and metacognitive strategies. One-way ANOVA (analysis of variance) revealed no significant differences between students of the disciplines mentioned above in terms of strategy preferences for metacognitive, cognitive, and support strategies. The findings provide insight for curriculum developers and teachers towards the strategy preferences of Omani EFL students.

中文翻译：

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调查EFL学习者对不同学科学生认知和元认知阅读策略的意识

本研究探讨了学习不同学科的阿曼 EFL（英语作为外语）学生的认知和元认知阅读策略的意识和使用情况。参与者是在阿曼高等教育机构学习生物、商业、信息技术、工程和英语的三百七十五名阿曼 EFL 一年级文凭学生。该研究比较和对比了跨学科的策略使用，并检查了策略偏好和学科之间的关系。阅读策略调查 (SORS)，Mokhtari 和 Sheorey (2002) 的自我报告问卷用于收集数据。统计和描述性分析表明，阿曼 EFL 学习者最喜欢的阅读策略类别是认知策略，其次是支持策略和元认知策略。单向方差分析（方差分析）显示，上述学科的学生在元认知、认知和支持策略的策略偏好方面没有显着差异。调查结果为课程开发人员和教师提供了有关阿曼 EFL 学生策略偏好的见解。