Reading is a complex process in which meaning is developed through the reader's engagement with the text. This study was specifically concerned with the effect of linguistic versus content schemata on the reading comprehension of ESP students. To accomplish the objectives, 60 ESP learners studying Public Relations classes at Applied Science University participated in the Nelson English Language Proficiency Test (NELPT). The reading component of NELPT was employed. The participants were between 20 and 35 years of age. The participants were subdivided into one control and two experimental groups, each group comprising 20 students. A pre-test on reading was given to all three groups. The Nelson English Language Proficiency Test (NELPT) reading
component was employed. The experimental groups received supplemental instruction on reading comprehension, focusing on content and linguistic techniques delivered through a virtual learning environment. The control group received only standard classroom instruction in the university classroom. Finally, a post-test (NELPT) was administered to all three groups to identify the effect of linguistic and content schemata on the reading comprehension of ESP students compared to that of the control group. Findings indicated that both linguistic (mean diff. = 4.42, p = .000) and content schemata (mean diff. = 2.28, p = .01) learning could help ESP learners enhance their reading comprehension. Linguistic schemata proved more effective than content schemata learning (mean diff. = 2.13, p = .02) in improving ESP students’ reading comprehension. This study provides useful information for students, teachers, and material providers engaged in ESP courses.