scholarly journals Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

RMLE Online ◽  
2012 ◽  
Vol 36 (4) ◽  
pp. 1-23 ◽  
Author(s):  
Brooke Kandel Cisco ◽  
Yolanda Padrón
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Strategies ◽  
Middle Grades ◽  
English Language ◽  
Research Synthesis

scholarly journals The Use of Reading Strategies by Struggling English Language Learners

2019 ◽  
Vol 8 (3S2) ◽  
pp. 685-688
Keyword(s):  
English Language Learners ◽  
Reading Instruction ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
Early Stage ◽  
Language Learner ◽  
Before And After ◽  
The Subject ◽  
Real Challenge

Active readers use several approaches to comprehend what they read before, during, and after reading. These readers use their previous experience or information to reflect about the subject, guess the text meaning and apply their skimming and scanning skills to predict the overall meaning. However, for a struggling English language learner (ELL) applying this skill may pose as a real challenge especially when the text level becomes more difficult and they are interpreting unfamiliar texts. One of the factors that may contribute to this problem is the absence of reading strategies. Hence, in this study, five 12-years old ELLs from a School in Johor Bahru were involved to record their usage of reading strategies before and after the reading strategy instructions. The study incorporates the quantitative design and the data collected was analysed using SPSS 16. ELLs answered a set of questionnaires from an adapted survey of reading strategies (SORS) developed by Mokhtari & Reichard (2002). The findings showed that despites their struggling in reading, these learners were able to apply some reading strategies to help them in reading English texts and marked differences in the frequency of reading strategies used at the end of the reading instruction in comparison to the early stage of the study.

scholarly journals The Reading Strategies Used by EFL Students: A Case of Iranian Advanced English Language Learners

2017 ◽  
Vol 8 (6) ◽  
pp. 1223
Author(s):  
Mehdi Hatami ◽  
Hanieh Davatgari Asl
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
Strategy Choice ◽  
Metacognitive Awareness ◽  
Male And Female ◽  
Efl Students ◽  
Problem Solving Strategies ◽  
Main Instrument

The present study aims at identifying reading strategy choice of Iranian advanced English language learners. To this end, the main instrument was Metacognitive Awareness of Reading Strategies Inventory (MARSI) Questionnaire. It was given to 110 Iranian advanced English language learners, male and female, at 19 English language institutes in northern part of Iran. Students had to choose among the five different options for each strategy type in order to specify whether they “I never or almost never do this.”, “I do this only occasionally.”, “I sometimes do this.”, “I usually do this.” or “I always or almost always do this.”. Among the three different groups of strategies namely support reading strategies, problem solving strategies and global reading strategies the findings indicated that student at this level of English proficiency have a tendency toward using support reading strategies than other types.

scholarly journals Effective English Reading Strategies: English Language Learners’ Perceptions

2019 ◽  
Author(s):  
Waheeb S Albiladi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
Reading Skills ◽  
Shared Reading ◽  
Second Language Reading ◽  
English Reading ◽  
Specific Reading ◽  
Adult Language Learners

Research has shown that second language reading is the bridge that leads to developing otherlanguage skills such as speaking, writing, and vocabulary acquisition. Hence, the present studyaimed to explore adult language learners’ perspectives regarding the most effective andbeneficial reading strategies that can be used to develop their reading competency. Using aqualitative research method, the study examined what specific reading strategies languagelearners believe is effective in developing their reading skills. Analysis of the focus groupsrevealed five different reading strategies mentioned by the participants. These strategies were:Reading Aloud, Silent Reading, Shared Reading, Scanning or Skimming, and Timed Reading. Findings suggest that understanding the use of different reading strategies is important, solanguage teachers need to devote more learning time to introduce reading strategies during ESL classes.

scholarly journals Exploring the EFL Students’ Reading Strategies Used on Reading Academic Articles

2021 ◽  
Vol 3 (2) ◽  
pp. 71-79
Author(s):  
Giwang Indriyani ◽  
Indah Sekar Pertiwi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
Research Question ◽  
Reading Process ◽  
Social Strategies ◽  
Efl Students ◽  
Cognitive Techniques ◽  
Reading Activity

Reading activity is one of the essential skills for English language learners. Therefore, the use of reading strategies as one of the reading process rules should be considered. In considering the importance of reading strategies, this present study is intended to explore the reading strategies utilized by third-year EFL students on reading academic articles. To answer the research question, writers adopted the reading strategies questionnaire proposed by Oxford (1990). There were 21 statements and 31 samples involved in this present study. The significance of this study showed that meta-cognitive techniques were most frequently used by the students, followed by cognitive and affective, and then the less frequently used is social strategies. According to this finding, reading strategies should be noticed and taken as one of the considerations by lecturers and students to improve the EFL students’ comprehension of reading academic articles.

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