Abstract
Reading strategy use among learners of English as a foreign language (EFL) is one of the most important areas of foreign language (FL) strategy research. Students who actively use their reading com...
Highlights
In recent years, a number of studies have demonstrated the importance of language learning strategies (LLS) in foreign language (FL) acquisition
We investigated certain learning-related factors among English as a foreign language (EFL) learners, such as general English proficiency and attitude to English in line with their reading proficiency, and the effects of these factors on reading strategy use preferences
We investigated FL/L2 learners’ general English proficiency in different age groups, their attitude to English and their reading proficiency as indicated by actual performance on EFL reading materials and the effects of these factors on reading strategy use
Summary
A number of studies have demonstrated the importance of language learning strategies (LLS) in foreign language (FL) acquisition. Effective strategy use aids students in becoming self-directed and self-regulated learners and in taking responsibility for their own learning (Habók & Magyar, 2018b; Oxford, 1990, 2016). Green and Oxford (1995) linked skills, progress and the improvement of strategies and defined LLS as “specific actions or techniques that students use, often intentionally, to improve their progress in developing L2 skills” One of the most important areas of strategy research falls into the domain of the four language skills: reading, writing, speaking and listening. Among these, reading comprehension is one of the most important areas of FL/L2 strategy research (Anderson, 2005; Baker & Boonkit, 2004; Mokhtari & Sheorey, 2002; Norouzian & Mehdizadeh, 2013; Shang, 2010)
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