Factors Related to EFL/ESL Learners’ Reading Strategy Use: A Literature Review

2019 ◽  
Vol 42 (1) ◽  
pp. 92-112
Author(s):  
Jia Lin
Keyword(s):  
Reading Strategies ◽  
English Proficiency ◽  
Empirical Studies ◽  
Reading Strategy ◽  
Strategy Use ◽  
College Level ◽  
Linguistic Features ◽  
Two Factors ◽  
Esl Learners ◽  
Literacy Experience

Abstract This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language (EFL/ESL). The author examines empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What factors relate to the college-level EFL/ESL learners’ use of reading strategies? (b) How do these factors relate to college-level EFL/ESL learners’ use of reading strategies? An initial review of the literature identifies four factors related to EFL/ESL learners’ reading strategy use: English proficiency, first language (L1) literacy experience, gender, and motivation. For reasons of space, this article only reports and discusses findings on the first two factors. (1) English proficiency: High-proficiency readers use more metacognitive, support, global, and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers. They also differ from low-proficiency readers in learning reading strategies. (2) L1 literacy experience: EFL/ESL readers’ L1 linguistic features and L1 reading experience shape their strategy use when they read English.

Factors Related to EFL/ESL Readers' Reading Strategy Use

2019 ◽  
Vol 1 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Jia Lin
Keyword(s):  
Achievement Goals ◽  
Reading Strategies ◽  
Empirical Studies ◽  
Reading Strategy ◽  
Strategy Use ◽  
Gender Disparities ◽  
College Level ◽  
Motivation Factors ◽  
Research Questions ◽  
Esl Learners

This Article systematically reviews the use of reading strategies among college-level English as a foreign/second language (EFL/ESL) learners and its relationship with two non-cognitive factors: gender and motivation. The author reviews empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What gender disparities exist in college-level EFL/ESL learners' use of reading strategies? (b) How do motivation factors relate to college-level EFL/ESL learners' use of reading strategies? Findings indicate that: (1) motivation factors, including achievement goals, interest in reading, and self-efficacy, positively relate to reading strategy use. (2) gender has an influence on strategy use and female readers show higher use of reading strategies. (3) Interaction effects among factors exist. EFL/ESL learners' strategy use is shaped by multiple factors jointly.

scholarly journals Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension

2011 ◽  
Vol 28 (2) ◽  
pp. 51 ◽  
Author(s):  
Kei Mihara
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Reading Strategies ◽  
English Proficiency ◽  
Reading Strategy ◽  
Comprehension Question ◽  
Japanese University ◽  
Japanese Students ◽  
Esl Reading

This study focuses on two pre-reading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. This study investigates whether their claim is true of Japanese university students. The purpose of the study is twofold. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students’ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. This study indicates that vocabulary pre-teaching is less effective for Japanese students, although students with higher English proficiency outperformed lowerlevel students regardless of which pre-reading strategy they used.

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 The Relationship Between Reading Strategy and Reading Comprehension: A Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Yuanke Sun ◽  
Jindao Wang ◽  
Yang Dong ◽  
Haoyuan Zheng ◽  
Jie Yang ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Meta Analysis ◽  
Empirical Studies ◽  
First Language ◽  
Reading Strategy ◽  
Correlation Effect ◽  
Independent Effect ◽  
Strategy Model

This study synthesized the correlation between reading strategy and reading comprehension of four categories based on Weinstein and Mayer's reading strategy model. The current meta-analysis obtained 57 effect sizes that represented 21,548 readers, and all selected materials came from empirical studies published from 1998 to 2019. Results showed that reading strategies in all the four categories had a similar correlation effect size with reading comprehension. The correlation between monitoring strategy and reading comprehension was significantly larger in first language scripts than second language scripts. Affective strategy and elaboration strategy had an independent effect on reading comprehension, which was not significantly moderated by selected moderators. Results suggested that the reading strategies of all the four categories may have a similar contribution to text comprehension activities.

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.

scholarly journals The Relationship between Reading Strategy Use and EFL Test Performance

2018 ◽  
Vol 22 (1-2) ◽  
pp. 39-52
Author(s):  
Saraswati Dawadi
Keyword(s):  
Foreign Language ◽  
Test Performance ◽  
Reading Strategies ◽  
Cognitive Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
Reading Test ◽  
Efl Learners ◽  
English Reading ◽  
The Relationship

There has been a steady interest in investigating the relationship between strategy use and English as a foreign language (EFL) test performance. Despite numerous studies on strategy use, the relationship between the two is still not clear. This paper reports on a study that investigated the use of reading strategies in the Secondary Education Examination English reading test and the relationship between reading strategy use and the test performance. A sample of 312 EFL learners studying at Grade 10 in Nepal participated in this study. They were asked to take the test and then respond to a reading strategy questionnaire. The quantitative software SPSS (version 20) was used to analyze the data. The results indicated that participants were active strategy users, and they used cognitive strategies more frequently than metacognitive strategies. A significant relationship was identified between reading strategy use and EFL proficiency; high-proficiency learners reported significantly higher use of reading strategies than moderate-proficiency learners, who in turn reported higher use of those strategies than their low-proficiency peers. Implications of these findings for EFL teaching and recommendations for further research are discussed.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 39-52

Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use

2016 ◽  
Vol 119 (1) ◽  
pp. 124-135 ◽  
Author(s):  
Hsin-Yi Lien
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Reading Proficiency ◽  
Past Research ◽  
Reading Strategy ◽  
Strategy Use ◽  
Metacognitive Awareness ◽  
Academic Level ◽  
Foreign Language Reading ◽  
Reading Anxiety

Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers’ distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers’ perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use.

scholarly journals Scrutinizing EFL learners' online reading strategy use across proficiency levels

XLinguae ◽  
2020 ◽  
Vol 13 (4) ◽  
pp. 190-200
Author(s):  
Merliyani Putri Anggraini ◽  
Bambang Yudi Cahyono
Keyword(s):  
Reading Achievement ◽  
English Proficiency ◽  
Reading Strategy ◽  
Strategy Use ◽  
Online Reading ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Spearman Test ◽  
The Relationship

This study aimed at investigating the difference in online reading strategy use between EFL students with high and low English proficiency level and knowing the relationship between online strategy use and reading comprehension. Ninety-six university students were involved in this research, and they were distributed into two groups; high and low proficiency levels based on English proficiency test scores. SORS was administered to collect the data after completing three reading sessions. Analyses of the data, using the Chi-square test to see the differences and the Spearman test, to check the relationship between strategy use and reading achievement. The results showed that the reading strategy that was most frequently used by the EFL learners was a problem-solving strategy, and the least frequently used one was a socio-affective strategy. Additionally, there was no significant difference in the online reading strategy use between students in high and low proficiency levels. Therefore, there was a negative relationship between strategy use and reading achievement. The more strategies they used, the lower score they got.

scholarly journals The Metacognitive Strategic Knowledge of Seven Successful Chinese L1 Readers at a North American University: A Qualitative Study

2012 ◽  
pp. 392-406
Author(s):  
Alex Poole
Keyword(s):  
North American ◽  
Reading Strategies ◽  
Text Comprehension ◽  
The United States ◽  
Strategy Use ◽  
Future Research ◽  
Strategic Knowledge ◽  
American University ◽  
Individual Strategies ◽  
Esl Learners

This study examined the metacognitive strategic knowledge possessed by Chinese and Taiwanese ESL learners (N=7) studying at a North American university. Specifically, it sought to discover the factors that influence their decisions about whether or not to use reading strategies. However, instead of analyzing participants’ use of individual strategies, it looked at the common themes which influenced their overall strategy use. In order to do so, participants first filled out a 30-item quantitative survey called the Survey of Reading Strategies (SORS) (Mokhtari & Sheorey, 2002). They then wrote justifications for their responses to each item. The results showed that time, memory, and text comprehension influenced participants’ strategy selection. In addition, the content of the text and its length and difficulty also influenced strategy use. Finally, learners avoided certain strategies because they simply did not like them. Pedagogical implications for Chinese L1 students planning to study at the university level in the United States or other majority English-speaking countries are discussed, as are areas for future research.

scholarly journals The Relationship between Learning Style Preferences and Reading Strategy Use in English as a Foreign Language

2018 ◽  
Vol 34 ◽  
pp. 93-103
Author(s):  
Elżbieta Danuta Lesiak-Bielawska
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Learning Style ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
Learning Style Preferences ◽  
Task Requirements ◽  
Style Preferences ◽  
The Relationship

The study explored the relationship between learning style preferences and the use of reading strategies triggered during the performance of a reading comprehension assignment in English as a foreign language (EFL). The research conducted drew on the hypothesis that the type of language task activates a battery of strategies that reflect the subject's learning style preferences and the task requirements.

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