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This research primarily aimed to investigate proficient and less proficient EFL readers’ awareness and experiences about learning to read and reading in English. The secondary purpose was to explore the participants’ reading strategies, and to discover how the genres of English texts influence their reading processing behaviors. The participants consisted of four college students in engineering aged 21-25 years. Three data sources were employed: questionnaires, interviews, and think-alouds. The findings revealed that: (1) the proficient EFL readers judged themselves to be good readers, while the less proficient EFL readers judged themselves to be fair readers; (2) unknown vocabulary was perceived to be the major impediment to reading comprehension; the think-aloud data, however, demonstrated that unknown vocabulary did not significantly interfere with their reading comprehension; (3) regardless of the genre of the text, the participants employed similar reading strategies; (4) the participants were more likely to tolerate ambiguity and predict the content when reading the narrative text than the expository text; (5) there was no set of strategies that distinguished proficient EFL readers from less proficient EFL readers; and (6) when identifying problems, the proficient EFL readers used fix-up strategies more effectively and were better able to provide satisfactory solutions than their counterparts. Pedagogical implications for EFL reading instruction are discussed.

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