<p>Mastering scanning techniques is essential for proficient EFL reading, particularly for learners preparing for proficiency tests such as IELTS. Yet, empirical validation of practical scanning strategies remains limited. This study examines the choices and preferences of scanning techniques among independent and proficient EFL learners from diverse linguistic and cultural contexts. A cross‑sectional design was employed with 173 Iranian and Hungarian participants. Three IELTS academic reading tasks were designed to test participants’ ability to locate four types of information: proper nouns, numerals, long phrases, and unfamiliar words, commonly encountered in actual IELTS tests. Prior to the tasks, learners were introduced to seven scanning techniques drawn from two IELTS textbooks. Results showed that Hungarians outpaced Iranians in completing the tasks, with certain techniques emerging as both efficient and frequent. Hungarians primarily favoured left‑to‑right eye movement, consistent with the directionality of their language, whereas Iranian learners exhibited more varied scanning patterns, with only modest tendencies toward right‑to-left techniques. Hungarians more frequently perceived their chosen techniques as useful, whereas Iranians showed less alignment between use and perceived usefulness. The findings suggest that it is pedagogically sound to teach a repertoire of scanning techniques rather than a one‑size‑fits‑all approach, encouraging teachers to expand and explicitly integrate these techniques into instruction.</p>