One of the primary aims of secondary EFL teachers is to ensure that our students have the knowledge and are equipped with the necessary skills and strategies to pass (language) exams. In the case of reading, these include skills and strategies such as skimming (reading for gist) and scanning. However, one of the difficulties that university students often face is reading – even in the field of humanities. The main problem appears to stem from the fact that students treat texts uniformly, regardless of their type: they apply the same reading skills and strategies when they read a literary text as . . .
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