An investigation into reading strategies used by Vietnamese non-English major students at Kien Giang University

This paper aimed at investigating the frequencies of reading strategies employed by Vietnamese non-English major students while taking a reading comprehension test at Kien Giang University. Data was collected through a questionnaire delivered to 117 sophomores who majored in Economics, Accounting and Construction at Kien Giang University. The results from the descriptive statistics showed that Vietnamese non-English majors were medium strategy users. Of the three types of reading strategies, cognitive strategies were the most frequently used, followed by metacognitive and support reading strategies. Out of 27 reading strategies, students reportedly used item number 14 “I read the text again for better understanding.” at the highest frequency while rating item number 2 “I determined what the type of the text is.” the least frequency.

Download Full-text

A Research on Reading Strategies among Non-English Major Postgraduates

English Language Teaching ◽

10.5539/elt.v9n8p204 ◽

2016 ◽

Vol 9 (8) ◽

pp. 204 ◽

Cited By ~ 1

Author(s):

Yang Yang

Keyword(s):

Quantitative Study ◽

Reading Strategies ◽

Teaching And Learning ◽

Mechanical Engineering ◽

Reading Speed ◽

Reading Strategy ◽

English Teaching ◽

English Majors ◽

English Major ◽

Long Time

As a very important skill both in English teaching and learning, reading strategy has been emphasized at home and abroad for a long time. Many scholars and teachers make research on undergraduates of English major or non-English major. However, the postgraduates are often neglected. Actually, it is also imperative to make a study among postgraduates of non-English majors, getting the information of their use of reading strategies and giving some useful suggestions to them. Therefore, this paper makes a quantitative study among 40 postgraduates from College of Mechanical Engineering in Chang’an University.This study shows that postgraduates of non-English major in Chang’an university do not frequently use reading strategies to improve their reading speed and proficiency. And there is a big difference between the successful learners and unsuccessful learners in terms of the use of reading strategies.

Download Full-text

ENGLISH-MAJORED STUDENTS’ MOTIVATION IN ENGLISH LANGUAGE LEARNING AND THEIR USE OF READING STRATEGIES: RESEARCH PERSPECTIVES

VNU Journal of Foreign Studies ◽

10.25073/2525-2445/vnufs.4661 ◽

2021 ◽

Vol 37 (1) ◽

pp. 109

Author(s):

Tran Quoc Thao ◽

Nguyen Hoang Chau Long

Keyword(s):

Reading Comprehension ◽

Language Learning ◽

Reading Strategies ◽

English Language ◽

Cognitive Strategies ◽

Foreign Language Learning ◽

Vital Role ◽

English Language Learning ◽

Structured Interviews ◽

Research Perspectives

Reading plays a vital role in improving second/foreign language learning as it can encourage the development of autonomous learners. Furthermore, ESL/EFL learners’ use of reading strategies can be affected by their learning motivation, which can result in the high or low frequent use of reading strategies in reading comprehension. The present study, therefore, investigated the motivation in English language learning and the use of reading strategies among English-majored freshmen at a university in Bac Lieu province, Vietnam. A questionnaire was used to collect data from 180 English-majored freshmen, six of whom took part in semi-structured interviews. The results showed that participants had a high level of motivation in English language learning, and their metacognitive strategies worked better with their reading comprehension than their cognitive and social/affective strategies. The study further unraveled that the more participants were motivated in English language learning, the more they employed metacognitive and cognitive strategies in reading comprehension.

Download Full-text

Reading Ability and Strategies of Students in Coastal Area of Bengkulu

Lingual Journal of Language and Culture ◽

10.24843/ljlc.2018.v05.i01.p06 ◽

2018 ◽

Vol 5 (1) ◽

pp. 36

Author(s):

Fernandita Gusweni Jayanti ◽

Anggun Citra Sari Dewi

Keyword(s):

Reading Comprehension ◽

Coastal Area ◽

Reading Strategies ◽

Reading Ability ◽

Main Idea ◽

Reading Strategy ◽

Qualitative Approach ◽

Specific Information ◽

Medium Frequency ◽

Comprehension Test

The purpose of this study is to discuss students’ reading ability and the reading strategies they use when they read English texts. This study employs a descriptive-qualitative approach. The data were gained by using two instruments; a reading comprehension test and a questionnaire on reading strategy. The respondents of this research were 243 third year students from four senior high schools located in coastal area in Bengkulu city. The results of students’ reading comprehension test showed that the students’ reading ability is categorized as poor. This study also found that the students use reading strategies in medium frequency. It means that the students do not make use of reading strategies maximally. Furthermore, the analysis of the questionnaire also showed that the most frequently used strategies are finding the main idea of the text, guessing the meaning of difficult words and using background knowledge while reading, while the least frequently used strategies are looking at the text closely, finding specific information and interpreting graph, diagram and table. It is predicted that the students’ low reading ability was influenced by the way the students use reading strategy and the sociocultural factor of the students who live in coastal area.

Download Full-text

TEST TAKING STRATEGY ON STUDENTS’ READING TEST

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP ◽

10.33394/jo-elt.v4i1.2439 ◽

2020 ◽

Vol 4 (1) ◽

pp. 39

Author(s):

Muhammad Farhan Rafi ◽

Aang Fatikhul Islam

Keyword(s):

Reading Comprehension ◽

Cognitive Strategies ◽

Principal Component ◽

Reading Test ◽

Comprehension Strategies ◽

English Department ◽

Test Taking ◽

Comprehension Test ◽

Good Score ◽

Test Taking Strategy

Understanding the meaning of any passage is the aim of reading comprehension. This is one of objectives in Reading 2 class English Department at STKIP PGRI Jombang. To achieve a good score on this subject, students must take a test, they have the answers right in performing reading comprehension test, students could make use of test taking strategy. The research describe what test taking strategy used by students of STKIP PGRI Jombang in performing reading comprehension test are. This study was with Principal Component Analysis (PCA), and descriptive. This research consisted of 95 correspondent of the third-semester students of English Department STKIP PGRI Jombang. It uses questionnaire and test as its instrument. The research found there were 7 factors from 28 strategy items accounted for 69.1% cumulative of the variance. They are Option-Selecting Strategies, Question-Rereading Strategies, Option Comprehension Strategies, Answer-Checking Strategies, Option Consideration Strategies, Cognitive Strategies and Clues-Finding Strategies.

Download Full-text

Enhancing Comprehension by Effectively Using Reading Strategies

English Language and Literature Studies ◽

10.5539/ells.v8n4p14 ◽

2018 ◽

Vol 8 (4) ◽

pp. 14

Author(s):

Preeti Jaiswal

Keyword(s):

Reading Comprehension ◽

Reading Strategies ◽

Quantitative Data ◽

English Language ◽

Metacognitive Awareness ◽

Comprehension Test ◽

Foundation Program ◽

Metacognitive Reading Strategies ◽

University Of Bahrain ◽

Esl Learners

The paper examined the reading strategies used by ESL learners at University of Bahrain to comprehend academic material. It investigated the interdependence between the use of reading strategies by ESL learners’ and their reading comprehension attainment. To accomplish this goal, three instruments were used: a survey of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Sheorey (2002) and a Pre-reading comprehension test and Post-reading comprehension test and a paired sample t-test. The paper used quantitative data collected from 100 students studying in the Foundation Program at the English Language Centre and Department of Applied Studies at University of Bahrain. The findings of this research showed a notably positive relationship between the use of cognitive and metacognitive reading strategies by the students and their reading comprehension achievement. The compilation of the quantitative data, displayed that students practiced Global Reading Strategies appreciably, followed subsequently by Support Reading Strategies and Problem Solving Reading Strategies.

Download Full-text

A Study on the Non-English Majors’ Use of Metacognitive Strategies in English Learning

Theory and Practice in Language Studies ◽

10.17507/tpls.0801.12 ◽

2018 ◽

Vol 8 (1) ◽

pp. 92

Author(s):

Yue Yan

Keyword(s):

Learning Strategies ◽

Teaching And Learning ◽

Cognitive Strategies ◽

Metacognitive Strategies ◽

Education For All ◽

Learning Plan ◽

English Majors ◽

English Major ◽

Research Findings ◽

Time And Energy

With the deepening of education for all-round development, modern education pays more and more attention to how to make students learn with lesser time and energy but being efficient, which, undoubtedly, involves study of a series of problems concerning learning strategies, and theories related to metacognitive strategies are the most suitable and supporting theories to learning strategies. The research aims to discuss what metacognitive strategies are usually used by non-English major students as well as how these metacognitive strategies function. The research has been carried out in the form of a questionnaire, about 100 non-English majors from Yuncheng University attended the questionnaire. The results show that metacognitive strategies and cognitive strategies always work together. And with the help of these metagnitive strategies, students can find suitable ways to learn the language, they can think and work more independently, making learning plan in a more reasonable way, which help them become the host of learning, and be a successful learner. The author hopes that her research findings may be of some significance in English teaching and learning although there are still some deficiencies and the need of further research.

Download Full-text

The Impact of Monolingual Dictionaries on Reading Comprehension among Sudanese English Majors

Studies in English Language Teaching ◽

10.22158/selt.v5n3p578 ◽

2017 ◽

Vol 5 (3) ◽

pp. 578

Author(s):

Abuelgasim Abdelbagi Elhaj

Keyword(s):

Reading Comprehension ◽

The Other ◽

Central Aspect ◽

Comprehension Test ◽

The Poor ◽

English Majors ◽

The Impact ◽

Better Than

Vocabulary is recognized as a central aspect of mastery of the language and the use of monolingual dictionaries is regarded as a crucial tool in determining meanings of words in reading exercises. This paper aims at exploring the effects of dictionaries on reading appreciation among Sudanese students. The reading comprehension test was a replication of the text used in an experiment by Nesi and Meara (1992). Its rationale is simple: since monolingual dictionaries are designed to help in reading comprehension, it is reasonable to assume that dictionary users will score significantly better than non-dictionary users. The study sample comprised 50 students from a Public Sudanese university, with half the students carrying out the test using monolingual dictionaries and the other half without this aid. Dictionary users were asked to tick the words they had looked up and to write down their meanings. The meanings selected were matched with the original context, and judgment was made as to whether the degree of correctness had affected the scores. The results indicate that no statistically significant differences exist between the two groups. This conclusion contradicts the bulk of research and the researcher proposes a number of explanations for this apparent failure. It is suggested that the poor reference skills of the subjects is the major responsible factor.

Download Full-text