Abstract
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.
Highlights
Reading is a receptive skill that is appraised as essential for language acquisition (Aebersold & Field, 1997) since it fosters language development
As reading is a multifaceted process so learners must be aware of different strategies to make predictions about what will happen monitor their understanding of content, sequence events, clarify confusing sections of a text, or connect what they are reading to their own experience or prior knowledge
Proficient readers use a variety of strategies resulting in active, intentional and self-regulated reading (Trabasso & Bouchard, 2002) as they prepare to read, as they read and after they read in order to enhance comprehension of the text
Summary
Reading is a receptive skill that is appraised as essential for language acquisition (Aebersold & Field, 1997) since it fosters language development. According to him, reading comprehension is a process in which the reader engages with the text to construct meaning. As reading is a multifaceted process so learners must be aware of different strategies to make predictions about what will happen monitor their understanding of content, sequence events, clarify confusing sections of a text, or connect what they are reading to their own experience or prior knowledge. Reading comprehension strategies empower readers- to predict using visual cues, make sense of what they read and solve tasks when they encounter difficulties while comprehending any text An analysis of the impact of reading strategies usage on reading competency may give indications to ESL learners on procedures to adopt for developing their English reading in academic contexts
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