scholarly journals The Efficacy of Academic Reading Strategy Instruction among Adult English as an Additional Language Students: A Professional Development Opportunity Through Action Research

2018 ◽  
Vol 35 (2) ◽  
pp. 78-103
Author(s):  
Raj Khatri
Keyword(s):  
Professional Development ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Reading Performance ◽  
Strategy Use ◽  
Post Intervention ◽  
Reading Strategy Instruction ◽  
Academic Reading

This action research project empirically evaluated the efficacy of reading strategy instruction to help advance adult English as an additional language (EAL) students’ development of academic reading skills and strategy use. The study involved 16 adult participants attending English for Academic Purposes (EAP) programs in British Columbia. These participants received reading strategy instruction over nine sessions during a 6-week period. To capture participants’ reading strategy use, Mokhtari and Sheorey’s Survey of Reading Strategies instrument was used in the pre- and post-intervention stages. Similarly, to measure participants’ reading comprehension abilities, an identical, standardized reading comprehension test was administered in the pre- and post- intervention stages. Participants’ weekly post-task verbal reflections and post-intervention interviews provided qualitative data for the study. Findings showed that reported reading strategy use obtained from the instrument and reading performance increased significantly after the intervention. The results from the analysis of participants’ reflections and interviews revealed a positive association between participants’ strategy use and reading performance. Conducted as a part of professional development, this study aims to resolve EAP professionals’ practical concerns about the use of reading strategies in academic reading as well as provide action researchers with suggestions for future implementation. Ce projet de recherche-action a permis d’effectuer une évaluation empirique de l’efficacité de l’enseignement de stratégies de lecture afin de faire avancer le développement des compétences académiques de lecture et du recours aux stratégies de lecture chez les étudiants adultes inscrits à un cours d’anglais comme langue additionnelle. Ont participé à l’étude 16 adultes inscrits à des programmes d’anglais académique en Colombie-Britannique. Ces participants ont pris part à neuf séances d’enseignement de stratégies de lecture sur une période de 6 semaines. L’instrument de mesure Reading Strategies de Mokhtari et Sheorey a été utilisé pour évaluer le recours des participants aux stratégies de lecture avant et après la période d’intervention. Un test identique et standardisé de compréhension de la lecture a également été administré avant et après la période d’intervention afin d’évaluer les capacités de compréhension des participants. Les réflexions verbales offertes par les participants après les exercices et les entrevues réalisées après l’intervention ont produit des données qualitatives pour l’étude. Celle-ci a permis de constater un accroissement significatif du recours aux stratégies de lecture fournies par l’instrument et de la performance de lecture suite à l’intervention. Les résultats de l’analyse des réflexions et des entrevues des participants ont permis de constater une association positive entre l’utilisation de stratégies de lecture et la performance de lecture des participants. Menée dans le cadre du perfectionnement professionnel, cette étude vise à répondre aux inquiétudes pratiques des professionnels de l’enseignement de l’anglais académique relativement au recours aux stratégies de lecture tout en fournissant aux praticiens et praticiennes de la recherche-action des suggestions à mettre en œuvre dans le futur.

scholarly journals The Effects of Collaborative and Non- Collaborative Approaches to Teaching Reading Strategies on Iranian efl Learners’ Reading Comprehension and Attitude toward Reading

2020 ◽  
Vol 25 (1) ◽  
pp. 55-73
Author(s):  
Azadeh Rajaei ◽  
Seyed Hassan Talebi ◽  
Shirin Abadikhah
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Control Group ◽  
Teaching Reading ◽  
Efl Learners ◽  
Reading Strategy Instruction ◽  
Significant Difference ◽  
Experimental Group

In an EFL context reading is a very important skill in language learning. This study aims at finding if instruction of reading strategies in two different collaborative and non-collaborative approaches affects reading comprehension and attitude toward reading differently. Forty-five Iranian adult female EFL learners at pre-intermediate general English proficiency level in Iran Language Institute (ili) were selected and divided into three groups of 15 students. One group functioning as the control group did not receive any strategy instruction; the second group, as the first experimental group, received reading strategy instruction in collaborative groups (Collaborative Strategic Reading or csr), and the third group considered as the second experimental group received reading strategy instruction in a non-collaborative way. A reading comprehension test and a reading attitude questionnaire were given to all three groups at the beginning of the term as pretests and after the experiment as posttests. The results obtained through one-way anova indicated that though both experimental groups outperformed the control group, there was no significant difference between the two experimental groups in reading comprehension and attitude toward reading. Therefore, it is up to teachers to weigh the advantages of using the collaborative approach to teaching reading against its disadvantages.

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.

Can reading strategies be successfully taught?

1998 ◽  
Vol 21 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Patricia L. Carrell
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Strategy Instruction ◽  
Critical Issue ◽  
Reading Strategy ◽  
Strategy Training ◽  
Reading Strategy Instruction ◽  
Context Sensitive ◽  
Comprehensive Survey

The purpose of this article is to examine whether and how reading strategies can be successfully taught in second or foreign language reading instruction. A number of researchers agree that it is important for second or foreign language readers to become ‘strategic’ readers. Yet, there is disagreement among these same researchers as to how to accomplish this goal. Part of the problem is that there are no inherently ‘good’ or ‘bad’ reading strategies. What is a good strategy in one situation for one reader, may be a bad strategy in a different situation or for a different reader. Successful and unsuccessful strategy use is apparently context and text dependent. In this article I present a comprehensive survey of the research which has been done on reading strategy training, and confront the critical issue of how to make reading strategy instruction appropriately text and context sensitive rather than the mindless teaching of lists of strategies.

Improving second language reading comprehension through reading strategies

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Deborah June Yapp ◽  
Rick de Graaff ◽  
Huub van den Bergh
Keyword(s):  
Second Language ◽  
Reading Strategies ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Reading Strategy ◽  
Effect Sizes ◽  
L2 Reading ◽  
Reading Strategy Instruction ◽  
Second Language Reading Comprehension ◽  
Pedagogical Approaches

Abstract Effective readers consciously or unconsciously use reading strategies to help them process information on what they read. All readers can benefit from reading strategy instruction but empirical research on which strategies are effective is lacking. Less is known about reading strategy effectiveness in a second language (L2). This meta-analysis of 46 L2 reading strategy studies analysed ten reading strategies, also in combination with a range of pedagogical approaches and found an overall mean effect size of 0.91, underscoring the benefits of multi strategy teaching. Effect sizes were calculated for each strategy, as well as the combination of strategy with approach, instructor type, intervention duration and type of test used. Some strategies were more effective than others. Also, differences in effect sizes are dependent on the approach used. Some pedagogical approaches are effective for some strategies but not with all. We recommend further research in L2 reading strategy interventions and instruction.

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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