SUMMARY
This study aims to explore the correlation between the reading strategies (RSs) and reading self-efficacy (RSE) for the Saudi EFL learners and to what extent this correlation affects reading comprehension (RC). To obtain the objective of this study, 183 EFL learners from the University of Bisha were selected as participants. A questionnaire was distributed to collect data about the subjects' reading strategies and self-efficacy factors. SPSS 25.0 version was used for analysing the data. The participants’ scores in reading comprehension were collected from the teachers and analyzed with the data elicited from the questionnaire. The results showed that the Saudi EFL learners use various reading strategies, primarily the global reading strategy, followed by memory strategy. The most dominant self-efficacy factor among the learners was confidence, followed by self-regulation. The results also showed a strong positive correlation between the RSs and learners’ RSE (r = 0.502**). Additionally, it is found that there is remarkable influence by the reading strategies in focus on all the reading self-efficacy factors. A link between SE and RC from one side and between RSs and RC was also evident. The study stipulates certain significant recommendations and implications to the syllabus makers, teachers, EFL learners and researchers.