Reading for different goals: the interplay of EFL college students' multiple goals, reading strategy use and reading comprehension

2008 ◽  
Vol 31 (2) ◽  
pp. 224-242 ◽  
Author(s):  
Tung-hsien He
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Reading Strategy ◽  
Strategy Use ◽  
Multiple Goals ◽  
Efl College Students

scholarly journals The Application of Metacognitive Note-taking Skills in Reading Lessons to EFL College Students

2020 ◽  
Vol 3 (1) ◽  
pp. 30-49
Author(s):  
Mi Pham Kieu Phan
Keyword(s):  
College Students ◽  
Reading Strategy ◽  
Strategy Use ◽  
Academic Learning ◽  
Control Group ◽  
Note Taking ◽  
Structured Interviews ◽  
Self Regulated Learning ◽  
School Time ◽  
Efl College Students

Metacognition has been considered as a key element for successful self-regulated learning. However, it seemed foreign to EFL college students. The present study examined students’ changes in metacognitive strategy use in the two conditions: one condition with the intervention of metacognitive note-taking skills (MNT) and one with the conventional teaching approach. Fifty-four students were randomly assigned to an experimental group (n=27) and a control group (n=27). Each group separately took part in a seven-session instruction outside school time, and then took a pretest and a posttest measuring their awareness level of reading strategy use. Nineteen out of the experimental participants individually attended semi-structured interviews, exploring their perceptions of the effect of MNT use while reading. The tests’ results demonstrated that there were significant differences in their recognition of reading strategy use in both conditions. The qualitative findings reported on positive perceptions of the MNT application during reading sessions. Also, the participants showed some difficulties in the application of MNT. This study potentially provides an effective and innovative educational tool to enhance students’ academic learning and their lifelong learning as well.

scholarly journals Contributions of the cognitive, affective and linguistic domains to strategy use and degree of strategy use to effective reading performance

2015 ◽  
Vol 18 (4) ◽  
pp. 17-34
Author(s):  
Seyed Hassan Talebi ◽  
Behnaz Seifallahpur
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Learning Strategy ◽  
Pearson Correlation ◽  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Use ◽  
Cognitive Domain ◽  
Test Analysis

According to Oxford (1990), different learner variables affect the choice of learning strategy. It was also found that effective L2 readers know how to use strategies to foster reading comprehension and ineffective readers have little awareness of strategies to read effectively (Yang, 2002). This study investigates the contribution of three relatively important variables and their components (namely, the cognitive domain or awareness and use of strategies, the linguistic domain or general English proficiency level, and the affective domain or attitude toward reading in L2), to reading strategy use in English. The second purpose of the study is to find out the effect of reading strategy use on reading comprehension. For these purposes, 100 undergraduate Iranian EFL students participated in this study. They were given Language Proficiency Test, Test of reading comprehension in English, Reading Strategy Awareness and Use Questionnaire, and finallvy a questionnaire on attitude toward Reading. The obtained data were analysed using descriptive statistic (means, standard deviations), Pearson correlation procedure, regression analysis, ANOVA, and Scheffe post-hoc multiple range test. Analysis of data showed the three aforementioned variables, namely awareness and use of reading strategies, linguistic proficiency, and attitude toward reading had significant contributions to strategy use. However, strategy awareness showed to have the most contribution to strategy use. In addition, among the subgroups of strategy awareness, the metacognitive component showed to contribute more to strategy use. In this study it was also found students with higher strategy use gain better scores on the reading test. It is concluded that as degree of strategy use affects reading performance, in order to improve effective use of reading strategies teachers and learners should pay more attention to the development of awareness of reading strategies, especially the metacognitive component in order to have a good use of reading strategies for efficient reading.

scholarly journals Influence of L1 Metacognitive Reading Strategies on L2 Academic Reading of Chinese College Students

2018 ◽  
Vol 9 (5) ◽  
pp. 147-155
Author(s):  
Yuan Xin ◽  
Fauziah Bt Ismail ◽  
Azian Bt Abd Aziz@Ahmad
Keyword(s):  
College Students ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
L2 Reading ◽  
Chinese College Students ◽  
Academic Reading ◽  
Factors Influencing ◽  
L2 Learners ◽  
L1 And L2

Abstract With the fast increasing number of second language (L2) learners in universities, the ability to read L2 academic texts has become one of the most important skills that L2 college students need to acquire. However, L2 learners still face various problems and difficulties in their L2 reading and past literature suggests that reading strategies have proven to be effective in enhancing L2 reading. Therefore, it is of great significance to examine the factors influencing L2 reading strategies use. Among factors influencing L2 reading strategy use, L1 reading strategies have been identified as a significant influence. However, few studies in this regard have looked into college students in mainland China which has a large number of L2 learners. This study aimed to seek the connection between first language (L1) and L2 metacognitive reading strategies by comparing and contrasting mainland China college students’ metacognitive strategy patterns in their L1 and L2 academic reading. The study also explored factors influencing Chinese college students’ L2 reading strategy use. The study conducted a survey on reading strategies (SORS), think aloud protocol (TAP) and stimulated recall interviews (SRI) to explore the research issues. The study found that Chinese college students employed strategies on a more frequent basis in their L2 academic reading as compared to their L1 academic reading. Two factors, namely, limited L2 proficiency (LLP) and test-oriented reading approach (TORA) were identified as the major factors influencing the L2 metacognitive strategy patterns of Chinese college students. The present study adds to the existing knowledge on the relationship between L1 and L2 reading strategy patterns for Chinese college students and examines factors shaping their L2 reading strategy use. This study assists English language teachers to identify factors influencing Chinese college students’ reading strategies patterns while taking into consideration of the factors influencing their L2 strategy use.

Investigating Iraqi EFL College Students' Attitude towards Using Cooperative Learning Approach in Developing Reading Comprehension Skill

2017 ◽  
Vol 8 (6) ◽  
pp. 1073 ◽  
Author(s):  
Bushra Saadoon M. Al-Noori ◽  
Fatima Rahim Abdul Hussein Al-Mosawi
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Cooperative Learning ◽  
English Language ◽  
Learning Approach ◽  
Test Analysis ◽  
Comprehension Skill ◽  
Significant Difference ◽  
College Learners ◽  
Efl College Students

This study aims at investigating Iraqi EFL college learners’ attitudes toward using cooperative Learning approach on developing reading comprehension skill. The study is restricted to third– year college students of the English language in Misan Governorate during the second term of the academic year 2015–2016. The number of the whole population is (200) which is distributed into two types: pilot and main. The sample of the study consists of 40 students. To achieve the aim of the study, students' questionnaire consisting of (46) items is applied as an instrument. In order to get required data, a t-test analysis shows a statistically significant difference about learners’ attitudes toward using cooperative learning approach on developing reading comprehension skill. The obtained results are that: which refer to (Cooperative learning helps everyone reach the goal equally) from cooperative learning and (Reading in English is difficult for me) form Reading comprehension. Gain the low effectiveness. They got a weighted mean 56% and 40%. Items number (11, 29, 37, 43) which refer to (Cooperative learning requires much more time to study) & (I think reading the texts is easier if I study within a group) from cooperative learning and (I forward to coming to my reading class.)& (I m a afraid of making mistakes in my reading class) form Reading comprehension. All got (96%).

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