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Abstract
This study investigated the differences in the type and frequency of strategy use by four proficient and four less-proficient readers. Thirty female senior undergraduates majoring in TEFL at a university in Iran were given a reading comprehension test. Based on the results of their reading test, eight were chosen based on a nonrandom purposive sampling technique to take part in the study. They were required to read an expository text in English (L2) and at the same time think aloud. The strategies that emerged from the think-aloud protocols were coded and categorized based on Oxford's (1990) taxonomy of language learning strategies.