Abstract
This research investigated the effect of reading strategies of Jordanian EFL students’ comprehension skill at Al Balqa University in Jordan / Al Karak Branch. The Survey of Reading Strategies Questionnaire that is adopted and adapted from Mokhtari and Sheory (2002) was administered to 30 male and female participants during the second semester of the academic year 2017/2018. The data was analyzed through descriptive statistics to reveal the frequency and type of strategies utilized by the sample participants. The results then were illustrated and discussed in forms of frequencies and percentages concerning the use of the reading strategies by Jordanian English Language and Literature at the University of Jordan. The findings of the study showed that 87% agreed they enjoyed using these four reading strategies , while 82% agreed that these reading strategies facilitated them completely and more accurately in achieving their reading comprehension tasks than the conventional reading comprehension method they generally practice (technical aid strategies, clarification and simplification strategies, coherence detection strategies and monitoring strategies).Then, recommendations were provided for further research studies of this kind in order to achieve a deeper understanding of Jordanian English Language and Literature students’ reading strategies use. Keywords : Reading, Strategies, Comprehension, Reading Comprehension Achievement. DOI : 10.7176/JLLL/54-05 Publication date :March 31 st 2019
Highlights
Reading as a mental process infers the interaction between some linguistic process and background knowledge bases that are classified as print decoding and comprehension process as stated by scholars such as Norris & Hoffman (2002)
Second language certain linguistic information includes a verge which has to be traversed before the first language skills transfer to second language performance and they emerge alike. This demonstrates that the initial stages of the second language reading development, second language vocabulary, and grammar knowledge are more significant than reading strategies and metacognitive information
To examine the reading strategies used by Jordanian EFL students at Al Balqa University in Jordan. ii
Summary
Reading as a mental process infers the interaction between some linguistic process and background knowledge bases that are classified as print decoding and comprehension process as stated by scholars such as Norris & Hoffman (2002) The former relates to the visual process of the auditory and printed phonetics in a way that associates with the understanding of the given information of particular reading materials. Second language certain linguistic information includes a verge which has to be traversed before the first language skills transfer to second language performance and they emerge alike This demonstrates that the initial stages of the second language reading development, second language vocabulary, and grammar knowledge are more significant than reading strategies and metacognitive information. The background knowledge in the first language is very crucial in enhancing the reading comprehension skill and the development of the reading skill when learning a second language (Brown and Haynes, 1985)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
