Abstract
Academic reading is an essential skill required of higher education for students and academic researchers. However, Chinese students lack reading skills and do not receive adequate reading instruction in academic reading. This study attempted to identify the academic reading challenges among Chinese students who study at UCSI University and to investigate the appropriate reading strategies employed by them. While being informed by the Sociocultural Theory of Learning (Vygotsky, 1978), the study used a mixed-methods research design which collected quantitative data from questionnaires and qualitative data from semi-structured interviews. Findings showed that the Chinese students lacked mastery of academic vocabulary and reading skills, typically in finding information. Another finding also showed that the Chinese undergraduate students used both cognitive strategies and metacognitive strategies in academic reading. The findings could help Chinese undergraduate students overcome their reading difficulties and propose suggestions to teachers on how to teach reading more effectively.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Journal of Research, Policy & Practice of Teachers & Teacher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.