scholarly journals The reading strategy use profile of EFL learners

2021 ◽  
Author(s):  
Mustafa CANER ◽  
Ersen VURAL ◽  
Işıl YALÇIN
Keyword(s):  
Reading Strategy ◽  
Strategy Use ◽  
Efl Learners

scholarly journals Iranian EFL Learners’ Achievement Goals in Relation with Their Metacognitive Reading Strategy Use

2011 ◽  
Vol 01 (02) ◽  
pp. 39-44 ◽  
Author(s):  
Mahtab Mohammadi Ghavam ◽  
Mina Rastegar ◽  
Mohammad Hasan Razmi
Keyword(s):  
Achievement Goals ◽  
Reading Strategy ◽  
Strategy Use ◽  
Efl Learners

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

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.

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