EXPLORING STUDENTS’ STRUGGLES IN IDENTIFYING THE DIFFERENCES BETWEEN SKIMMING AND SCANNING IN EFL READING

Abstract

Skimming and scanning are important reading methods in EFL because they allow students to efficiently access both broad and specialized information. Many EFL students still find it difficult to differentiate between the two, despite their significance. The purpose of this study is to investigate the conceptual and procedural challenges that first-semester students experience while using skimming and scanning in academic reading assignments. This study aims to: (1) ascertain students’ comprehension of scanning and skimming; (2) pinpoint difficulties in using both techniques; and (3) investigate the causes of their misunderstandings. Descriptive qualitative and quantitative techniques were combined in a mixed-methods methodology. Questionnaires, two pre-test interviews, and observations of students’ decision-making processes when choosing reading techniques were used to gather data from 29 first-semester students. The results showed that skimming was more common among students than scanning. Eight out of ten interview participants successfully used both strategies; nevertheless, two participants showed inconsistent, particularly when identifying precise information. Most mistakes resulted from routine reading habits, limited vocabulary, and a lack of metacognitive awareness when identifying reading goals. Although students had a basic comprehension of skimming and scanning, their use of these skills remained uneven. To improve their strategic reading abilities, more organized instruction and contextual practice are required. The findings highlight how crucial explicit, contextual, and guided training is in improving students’ capacity to differentiate and successfully use reading methods in EFL contexts.