Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners

Ladan Bakhshalinezhad ,Farahnaz Reymani Nikou ,Alireza Bonyadi

doi:10.7575/aiac.alls.v.6n.3p.15

Ladan Bakhshalinezhad , Farahnaz Reymani Nikou + Show 1 more

Open Access

https://doi.org/10.7575/aiac.alls.v.6n.3p.15

Copy DOI

Abstract

This study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims of the study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined through the think-aloud method. The findings showed that while the advanced EFL learners employed all the strategies (which were included in the strategy table of the study) in their English texts, the intermediate learners used only some of them and also used their strategies with different frequencies in comparison with the advanced learners. Therefore, the findings supported the view that the use of the reading strategies may be related to the learners’ proficiency level. The findings also supported the idea that reading strategies can be transferred from one language to another based on the learners’ proficiency level. Keywords: learning strategies, reading strategies, think aloud protocols, threshold level, transferability

Highlights

Second language researchers have mostly claimed that reading is one of the most significant language skills in language classrooms (Grabe & Stoller, 2002)
The analysis of the data for the intermediate EFL learners revealed that these learners like the advanced EFL learners employed most of the strategies included in the strategy table of the study in English texts, but with different frequencies
The actual frequencies of the strategies employed by the intermediate EFL learners in English reading comprehension texts are provided in Figure 2 below

Summary

Introduction

Second language researchers have mostly claimed that reading is one of the most significant language skills in language classrooms (Grabe & Stoller, 2002). According to Grabe and Stoller (2002) reading in a second language is a laborious task for second language learners since it requires the management of a large number of cognitive processes simultaneously. The investigation of reading strategies began in 1970s, and many researchers tried to determine whether these strategies were consciously used by successful learners. According to Oxford (1990) reading strategies are a category of learning strategies. As she further argues learning strategies are certain strategies employed by the learners to make their learning process more manageable, and more practical. The results of many studies have revealed that the use of reading strategies is very effective for improving the reading ability of foreign language learners (Block, 1986)

Objectives

Methods

Results

Discussion

Conclusion