scholarly journals Foreign language reading strategy use of intermediate level adult Turkish EFL learners

2017 ◽  
Vol 7 (2) ◽  
pp. 135
Author(s):  
Fatma Aydin ◽  
Ozgur Yildirim
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Repeated Measures ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Reading Strategy ◽  
Strategy Use ◽  
Intermediate Level ◽  
Efl Learners ◽  
Foreign Language Reading

<p>The purpose of this study was to investigate foreign language reading strategy use of a group of intermediate level adult Turkish EFL learners. The participants of the study were 87 Turkish first-year university students who were taking intermediate level English courses at a state university in Turkey. The main instrument of the study was a reading strategies survey which consisted of 30 items with three sub-scales: global or metacognitive reading strategies, problem-solving or cognitive reading strategies, and support reading strategies. Semi-structured interviews were also conducted to support the quantitative data. The quantitative data were analyzed using descriptive statistics (mean, standard deviation, frequencies, percentages) and one-way ANOVA with repeated measures. As for the analysis of the qualitative data, tape-recorded interviews were first transcribed and then analyzed by grouping each interviewee’s response according to the sub-scales of the survey. Results of the study indicated that intermediate-level adult Turkish EFL learners show the moderate overall use of reading strategies; problem-solving strategies are the most favored strategies, and they are followed by global reading strategies and supplementary reading strategies.</p>

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 Diversity in Utilization of Reading Strategies: A Cross Gender Study on Iranian EFL Learners

2013 ◽  
Vol 1 (1) ◽  
pp. 172
Author(s):  
Saeedeh Karbalaee Kamran
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Demographic Information ◽  
Male And Female ◽  
Efl Learners ◽  
Efl Teacher ◽  
Significant Difference ◽  
Research Questions ◽  
Insight Into

Current study aims to examine whether any statistically significant difference existed between Iranian<br />male and female English as a foreign language (EFL) learners' reading strategy utilization. The data<br />was collected employing three instruments of Survey of Reading Strategy (SORS), a reading test, and a<br />questionnaire on demographic information. Several analyses of independent samples t-test were<br />executed to answer the research questions. The findings revealed no statistically significant difference<br />between male and female participants on their overall reading strategy use. No gender impact was<br />sought in use of global and support subscales of reading strategies; however, female participants were<br />found to outperform their male counterparts in use of problem solving subscale of reading strategies.<br />Implications were provided for EFL teacher and researchers to upgrade their insight into nuance<br />differences between male and female readers' interaction with a text.

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.

scholarly journals Metacognitive awareness of strategy use in EFL reading comprehension in Bangladesh

2018 ◽  
Vol 3 (2) ◽  
pp. 204
Author(s):  
Tasnima Aktar ◽  
Ilias Ahmed
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Quantitative Data ◽  
Secondary Level ◽  
Strategy Use ◽  
Metacognitive Awareness ◽  
Partial Replication ◽  
Efl Learners ◽  
Future Studies ◽  
Effective Strategies

It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess a moderate awareness of reading strategies, and their perceptions of effective strategies and of the difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.

scholarly journals An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

2015 ◽  
Vol 5 (1) ◽  
pp. 65-85 ◽  
Author(s):  
Zhongshe Lu ◽  
Meihua Liu
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Interactive Effect ◽  
Reading Proficiency ◽  
Reading Strategy ◽  
Strategy Use ◽  
General Anxiety ◽  
English Reading ◽  
Foreign Language Reading ◽  
Reading Anxiety

The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.

scholarly journals SOURCES OF TURKISH EFL LEARNERS’ FOREIGN LANGUAGE READING ANXIETY

2017 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Cemre Isler ◽  
Ozgur Yildirim
Keyword(s):  
Foreign Language ◽  
Quantitative Data ◽  
English Language ◽  
Qualitative Data ◽  
Figurative Language ◽  
Personal Factors ◽  
Structured Interviews ◽  
Efl Learners ◽  
Foreign Language Reading ◽  
Reading Anxiety

The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS), and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant’s mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1) personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations), (2) features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language), and (3) reading course (compulsory reading, exam). Key Words: foreign language anxiety, foreign language reading anxiety, the sources of foreign language reading anxiety

scholarly journals Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks

2021 ◽  
Vol 13 (11) ◽  
pp. 6275
Author(s):  
Weiwei Zhang ◽  
Donglan Zhang ◽  
Lawrence Jun Zhang
Keyword(s):  
Foreign Language ◽  
Repeated Measures ◽  
Task Difficulty ◽  
Rating Scale ◽  
Empirical Support ◽  
Metacognitive Strategies ◽  
Production Model ◽  
High Stakes ◽  
Efl Learners ◽  
Metacognitive Instruction

This mixed-methods study investigated English-as-a-foreign-language (EFL) learners’ perceptions of task difficulty and their use of metacognitive strategies in completing integrated speaking tasks as empirical evidence for the effects of metacognitive instruction. A total of 130 university students were invited to complete four integrated speaking tasks and answer a metacognitive strategy inventory and a self-rating scale. A sub-sample of eight students participated in the subsequent interviews. One-way repeated measures MANOVA and structure coding with content analysis led to two main findings: (a) EFL learners’ use of metacognitive strategies, in particular, problem-solving, was considerably affected by their perceptions of task difficulty in completing the integrated speaking tasks; (b) EFL learners were not active users of metacognitive strategies in performing these tasks. These findings not only support the necessity of taking into account learners’ perceptions of task difficulty in designing lesson plans for metacognitive instruction, but also support a metacognitive instruction model. In addition, the findings provide empirical support for the utility of Kormos’ Bilingual Speech Production Model. As the integrated speaking tasks came from a high-stakes test, these findings also offer validity evidence for test development in language assessment to ascertain sustainable EFL learning for nurturing learner autonomy as an ultimate goal.

Collaborative dialogue: opportunities and challenges in vocabulary acquisition and retention of threshold EFL learners

2020 ◽  
Vol 58 (2) ◽  
pp. 133-160
Author(s):  
Moussa Ahmadian ◽  
Azar Tajabadi
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Knowledge Building ◽  
Convincing Evidence ◽  
Collaborative Dialogue ◽  
Efl Learners ◽  
Joint Problem ◽  
Interactionist Perspective ◽  
Joint Problem Solving

AbstractBelonging to the interactionist perspective, the collaborative dialogue is a technique which engages learners in joint problem-solving and knowledge building. With the aim of investigating the link between this technique and vocabulary acquisition and retention, this study was conducted with 18 threshold English as a Foreign Language (EFL) learners who were randomly chosen and put in 6 groups. They were given 6 lexical-focused tasks to be completed collaboratively and their interaction was audio-recorded. The instances of lexical-based language-related episodes (LREs) were identified in the transcribed dialogues and their outcomes were coded as “correctly resolved”, “incorrectly resolved”, and “unresolved”. The frequency of the LREs was computed; it was found that the learners were able to solve the lexical problems they encountered to a very large extent. Furthermore, the analysis of LREs and the comparison of posttest and delayed posttest scores provided convincing evidence of a link between the outcomes of LREs and the learners’ vocabulary acquisition and retention, suggesting that “correctly resolved” LREs resulted in learning and retaining the target words, while “unresolved” LREs led to non-significant learning and “incorrectly resolved” LREs led to learning the wrong meaning of the vocabulary items. The findings along with the opportunities and challenges of collaborative dialogue are discussed and possible implications for language teaching are explained.

scholarly journals EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Made Frida Yulia
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Extensive Reading ◽  
Efl Learners ◽  
Current Trends ◽  
Foreign Language Reading ◽  
L2 Learners ◽  
L2 Learning ◽  
Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration. 

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