This study investigated the relationship between female EFL students' use of reading strategies and their reading self-efficacy. The participants were 191 female Saudi students majoring in English at Imam Mohammad Ibn Saud Islamic University. Two questionnaires; a reading strategy questionnaire and a reading self-efficacy questionnaire, and retrospective interviews were used to collect data of the study. The analysis of the data showed that female Saudi students used reading strategies at a moderate-frequency level. Problem-solving strategies were used more than global and support strategies. The students also showed a moderate sense of reading self-efficacy. The study further revealed that reading strategy use was significantly positively correlated with reading self-efficacy. A significant statistical difference between high self-efficacious students and low self-efficacious students in the overall use of reading strategies was found. The two groups further differed in the use of the subcategories of reading strategies. In addition, the study showed that the factors that affected students' reading self-efficacy beliefs were teachers' methodology in teaching and their encouragement and feedback, students' grades on exams, and students' ability to comprehend most of reading texts. The study recommends developing students' reading strategy use and reading self-efficacy beliefs while adopting a reading strategy instructional program.
EFL reading self-efficacy, reading strategies, language learning, reading process.