World Applied Sciences Journal 18 (8): 1172-1179, 2012 ISSN 1818-4952 © IDOSI Publications, 2012 DOI: 10.5829/idosi.wasj.2012.18.08.1156 Corresponding Author: Mohammad Amiryousefi, Department of English, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran. Tel: +9809132132381. 1172 Iranian EAP Students' Reading Strategy Use and Their Beliefs about Reading Comprehension Components: Toward an EAP Reading Model Mohammad Amiryousefi, Hossein Vahid Dastjerdi and Mansour Tavakoli Department of English, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran Abstract: Reading strategies based on the most recent and important models of reading comprehension are believed to play a key role in the reading process. Due to the great importance which is attached to the reading skill for all EFL learners especially for EAP students, an investigation of the strategies used by them will, therefore, be plausible. Reading is also believed to be componential. Different models of L2 reading have attempted to list major components of reading comprehension. Nobody has, however, attempted to see what reading components are based on EAP students' points of view. This study was, therefore, an attempt to explore the reading strategies used by Iranian EAP students and to see what they consider as major EAP reading components. To do so, a questionnaire was developed based on the recent definitions and classifications of reading strategies and was given to 170 EAP students at Isfahan University of Technology and ACECR. A survey question was also developed to elicit their beliefs about major EAP reading components. The results of the study revealed that both bottom-up and top-down strategies were used by them. Bottom-up strategies were, however, used more. They also believed that vocabulary, topical knowledge and genre, structure and reading techniques and strategies were the basic components of EAP reading comprehension. Finally, an EAP reading model was developed based on the results of this study. Key words: Reading models % Bottom-up strategies % Top-down strategies % Reading components % EAP reading model INTRODUCTION topic of the target text, lack of attitudes toward reading English as a foreign language occupies an important problems cannot be solved unless the ways learners place in Iranian educational system in all stages especially approach the reading tasks and the processes and factors in higher education where it is considered as a key factor involved are studied. This article is, therefore, an in accessing information. In Iranian setting reading, attempt to review some of the models presented for L2 however, plays a pivotal role due to the lack of exposure reading comprehension, to investigate cognitive reading to the spoken language inside and outside the classroom strategies which are believed to be an indispensable and the provision of the much of the information part of reading process used by Iranian EAP students through reading. In such contexts, students get more and to see what they consider as the most important opportunities to read rather than to listen, speak and factors contributing to their reading comprehension. write in English. However, reading is a source of difficulty for most of the Iranian EAP students. In all stages L2 Reading Models: Building a model for L2 reading is especially in EAP classes, students are exposed to a wide very difficult because a comprehensible model should variety of reading texts which are often difficult for them encompass many factors like those related to learners of to tackle with and are the sources of anxiety. all ages and L1 literacy levels, L1 and L2 considerations The problems that they encounter are due to a etc. [1]. Two paramount and recent models cited in the number of factors including lack of appropriate reading literature are Bernhardt’s (2005) compensatory model and strategies, lack of background knowledge related to the Birch’s [2] hypothetical model of the reading process. or lack of vocabulary knowledge to name a few. These