The present study examines the effects of gender, reading anxiety and language learning
experiences on the use of reading strategies used by science-oriented undergraduate students. The
students are studying in the Northeast of Thailand. The Survey of Reading Strategies (SORS)
questionnaire and the Foreign Language Reading Anxiety Scale (FLRAS) were administered to elicit the
data from 1,140 students. The results of the study revealed that problem solving strategies were most
frequently employed, followed by global and support strategies. In addition, students’ reported the use of
reading strategies varied significantly in terms of gender, reading anxiety and their prior language
learning experience. The present study shows some implications for the teaching and learning of English
for science-oriented students in Thailand and other EFL contexts.