Abstract
Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.
Highlights
This article provides a review of literature on 27 studies on the teaching of reading strategies for English as a second language (ESL)/English as a foreign language (EFL) learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, in the use of correct reading strategies
Reading is a challenging process as it requires the involvement of various types of reading strategies, which includes Cognitive Reading Strategies and Metacognitive Reading Strategies which can be used to assist in understanding the reading text
There is a growing number of research focusing on the difficulties and the challenges faced by the students, reading still seems a struggle to most of English as a second language (ESL) and English as a foreign language (EFL) students; and one of the reasons could be related to the reading instruction in the classroom, in teaching reading strategies to these students
Summary
Reading is a challenging process as it requires the involvement of various types of reading strategies, which includes Cognitive Reading Strategies (e.g., planning and goal setting, tapping prior knowledge, asking questions and making predictions, constructing gist, monitoring, revising meaning, reflecting and relating, and revising meaning) and Metacognitive Reading Strategies (e.g., problem solving reading strategy, global reading strategy, support reading strategy) which can be used to assist in understanding the reading text. Teaching and practicing many different types of reading strategies can be time-consuming and challenging sometimes for students It is advised for the language teachers to try teaching different types of reading strategies that are suitable to the students’ needs, which are according to their level of English proficiency, and suitable with the genres of texts – especially if and when students have difficulties in understanding the texts especially if they use inappropriate strategies in doing so. In the Discussion and Conclusion section, the authors discuss and conclude the article by reporting the summary of the reviews of these articles, and by giving suggestions on the pedagogical implications with regards to the use of reading strategies in teaching and learning English reading, as well as research implications on further future investigations on the use of reading strategies in teaching and learning English reading
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