Global Reading Strategies Research Articles

고등학생 영어 숙달도가 영어 읽기 전략 및 읽기 도구 사용 습관에 미치는 영향

The present study was designed to examine metacognitive ability in Korean high school EFL learners’ reading comprehension. Fifty-seven Korean high school students participated in this study, and the rate of reading strategy use, the rate of reading strategy use in response to the text difficulty, and the usage of annotation tools were analyzed. The students were divided into two groups according to their proficiency levels (high vs. low) for comparison. Results showed that the high proficiency group had higher metacognitive and self-regulatory abilities. Additionally, Korean high school EFL learners had a tendency to rely more on bottom-up processing than topdown processing when reading. The excessive use of annotation tools (e.g., slash) indicates that the readers were overly conscious of language form, which may have led to unsuccessful reading comprehension. These findings suggest that a need for a strategy-based instruction, especially on employing global reading strategies. Adequate usage of annotation tools also deserves instructional attention in EFL classrooms.

Enhancing Comprehension by Effectively Using Reading Strategies

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.

THE STUDENTS PERSONALITY BASED ON THE READING STRATEGY USED

The study attempts to analyze the students’ personality, the reading strategy that the students used in reading, and the correlation between the students personality and reading strategy used. The study took place at SMAN 6 Wajo where 3 classes were participated to represent their classes. The study employed descriptive method, where the data obtained through personality inventory questionnaire, reading strategy questionnaire and reading test. There are three points were found from this reserach. First, regarding with the students personality, mostly students in SMAN 6 Wajo are extrovert persons. The rest of students is dominated with introvert personality. Second, the reading strategy that the student most frequently used is Global Reading Strategy. It is followed with Problem Solving Strategy and Support Reading Strategy. Last, related with the relationship between reading strategy used and the students personality, there are three points we got from this study. Fisrt, Global Reading Strategy is commonly used by extrovert students. Second, Problem Solving Strategy is used by introvert students. Third, Support Reading Strategy is used by thinking students.

Reading Metacognitive Strategies Employed by ESL Learners

This study aims to investigate the relationship between the metacognitive reading strategies employed by the ESL learners in a secondary school in Malaysia and their English proficiency. The objective of this study is to identify the types of metacognitive strategies employed by students while reading academic text. In addition, this study also aims to investigate the differences (if any) in metacognitive strategies employed by the high and low English proficiency students while reading academic text. The respondents of this research are forty students with high and low English proficiency and were selected randomly. This study is using the quantitative research method where questionnaire is used to obtain the data. Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used as the measuring tools to identify the metacognitive reading strategies employed by the students. The result of this study shows that the students employed the three metacognitive strategies which are Global Reading Strategies (GLOB), Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). In addition, the mostly employed metacognitive reading strategy was Global Reading Strategies (GLOB), followed by Supporting Reading Strategies (SUP) and Problem-Solving Reading Strategies (PROB). As a conclusion, metacognitive reading strategies can be implemented by secondary school English language teachers in their teaching as it beneficial in helping learners’ comprehension.

Enhancing learners’ reading habits through reading bags at secondary schools

The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem of not being able to read transcends negatively on learners’ academic achievements. This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags. The mixed-method approach was adopted in conducting this study. Learners’ reading strategies were first identified by administering a survey on reading strategies. About 14 student-educators volunteered in distributing the questionnaires at their respective schools during their teaching practice sessions. The questionnaires were distributed to 155 learners who voluntarily participated in the study. Data were analysed using the Statistical Package for Social Sciences (SPSS) software for descriptive statistics. The results indicated that most of the learners use global reading strategies, with the least utilising the problem-solving strategies and the support reading strategies. The researchers recommend the usage of reading bags as a strategy to motivate learners to develop good reading habits, which will then lead to the usage of all three strategies, in particular, the problem reading strategies.

Using iREAD in Understanding Online Reading Strategies Applied by Science and Technology Students

This article describes how with the growth of online learning, reading hypertext materials requires both online reading and navigational strategies. This article was conducted as part of a pilot study on qualitative data collection into reading of Science and Technology hypertexts that focuses on reading and navigational strategies of five university students enrolled in undergraduate Engineering programs. It presents the application of iREAD; Interactive Reading for Academic Disciplines that integrates various e-literacy tools to facilitate reading of academic hypertexts. Student's participation was within iREAD through the use of annotation tool and discussion forum. The two-phased data collection was conducted qualitatively through semi-structured interviews, screen records, and retrospective interviews. The results show that the participants mainly used a global reading strategy, serial, and mixed overview navigational strategies in the online reading environment. In addition, the article concluded that iREAD assists students to understand and organize hypertexts materials better with the use of e-tools.

Relationships among Reading Anxiety, Reading Processing, and Reading Comprehension

Despite the evidence of an association between foreign language (FL) reading anxiety and reading comprehension, only a few studies have investigated how FL reading anxiety interacts with the reading process. This study examined how people with different anxiety levels approach reading tasks differently; that is, the relationships among foreign language reading anxiety, cognitive interference, reading strategy use, and the effects of these constructs on actual reading comprehension. Participants (N=265) were Korean adolescent EFL learners. From analyses of their responses to FL reading anxiety scale, Cognitive Interference Questionnaire (CIQ), a strategy inventory for reading comprehension, and reading comprehension tasks, results suggested that anxiety played a critical role in the interplay of attention and reading strategy use, which were associated with comprehension. Highly anxious students who were occupied with off-task thoughts tended to use more local reading strategies while less anxious students were more focused on completing the reading tasks and employed more global reading strategies. Results also suggested that the significant predictors of reading comprehension were FL reading anxiety as well as the CIQ and Global strategies, which indicated that the less anxious students who were more focused during reading, and those who employed more Global strategy scored higher in reading comprehension.

Prospective teachers’ metacognitive awareness levels of reading strategies

The main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.
 
 Keywords: Metacognitive awareness, reading strategies, prospective teachers.

Prospective teachers’ metacognitive awareness levels of reading strategies

AbstractThe main purpose of this study is to determine prospective teachers’ metacognitive awareness levels of reading strategies. A quantitative surve method was used. Participants consisted of 150 prospective primary teachers and 150 prospective Turkish language teachers from Necmettin Erbakan University in Turkey. The data were collected through Metacognitive Awareness of Reading Strategies Inventory during the spring semester of the 2014–2015 academic year. Results show that prospective teachers’ global reading and problem solving strategies levels are high while their support reading strategies level is medium. Female participants’ metacognitive awareness level was found to be higher compared to males. Prospective Turkish language teachers’ problem solving strategies level is higher than that of prospective primary teachers. Prospective primary teachers preferred historical and psychological books more while prospective Turkish Language teachers favoured all types of books equally. The metacognitive awareness levels of participants reading book everyday and sometimes are significantly higher than those of reading book never.Keywords: Metacognitive awareness, reading strategies, prospective teachers.*

Offline/Online Reading Strategies of Yemeni Engineering Professionals

Engineering Professionals are often perplexed by the difficulties that they experience while reading offline/online engineering materials. The causes of these difficulties are many and such difficulties require highly developed techniques to reduce them. These problems are many-sided and must be discussed from more than one point of view if a satisfactory solution is to be secured.
 The present study focuses on the use of the offline/online reading strategies by Yemeni Engineering Professionals (YEP). Therefore the present study aims to determine the attitudinal as well as intellectual factors that affect the offline/online reading strategies. It then compares and contrasts the online/offline reading strategies used by these engineers at the workplace. The findings of this study will help to align the teaching of reading strategies and reading skills in the classroom environment with the needs at the workplace. A questionnaire survey method is used to gather data in this study. The questionnaire taps three different types of information: global reading strategies, problem solving strategies and support strategies.

The Reading Strategies Used by EFL Students: A Case of Iranian Advanced English Language Learners

The present study aims at identifying reading strategy choice of Iranian advanced English language learners. To this end, the main instrument was Metacognitive Awareness of Reading Strategies Inventory (MARSI) Questionnaire. It was given to 110 Iranian advanced English language learners, male and female, at 19 English language institutes in northern part of Iran. Students had to choose among the five different options for each strategy type in order to specify whether they “I never or almost never do this.”, “I do this only occasionally.”, “I sometimes do this.”, “I usually do this.” or “I always or almost always do this.”. Among the three different groups of strategies namely support reading strategies, problem solving strategies and global reading strategies the findings indicated that student at this level of English proficiency have a tendency toward using support reading strategies than other types.

Foreign language reading strategy use of intermediate level adult Turkish EFL learners

<p>The purpose of this study was to investigate foreign language reading strategy use of a group of intermediate level adult Turkish EFL learners. The participants of the study were 87 Turkish first-year university students who were taking intermediate level English courses at a state university in Turkey. The main instrument of the study was a reading strategies survey which consisted of 30 items with three sub-scales: global or metacognitive reading strategies, problem-solving or cognitive reading strategies, and support reading strategies. Semi-structured interviews were also conducted to support the quantitative data. The quantitative data were analyzed using descriptive statistics (mean, standard deviation, frequencies, percentages) and one-way ANOVA with repeated measures. As for the analysis of the qualitative data, tape-recorded interviews were first transcribed and then analyzed by grouping each interviewee’s response according to the sub-scales of the survey. Results of the study indicated that intermediate-level adult Turkish EFL learners show the moderate overall use of reading strategies; problem-solving strategies are the most favored strategies, and they are followed by global reading strategies and supplementary reading strategies.</p>

Investigating the Metacognitive Online Reading Strategies Employed by Iraqi EFL Undergraduate Students

This study aims to investigate the use of metacognitive online reading strategies among Iraqi students. The research seeks to answer the following research questions: (i) What are the metacognitive online reading strategies of Iraqi fourth year undergraduate students when they read online academic text? (ii) What are the difficulties faced by Iraqi fourth year undergraduates when they read online academic text? Using a quantitative approach, the study deployed questionnaires which were administered on 50 fourth year students of Al-Salam University College, Baghdad Iraq. The response of the metacognitive online reading strategies among the students was assessed differently. The students adopt online dictionaries, reading e-books and online journal articles are some of the ways to increase the students’ reading ability and enhance online reading among English as foreign language (EFL) students from Iraq. The researcher analyzed students metacognitive reading strategies usage and their problems. Based on the quantitative analysis of the students’ responses to the SORS questionnaire, the students showed that problem-solving reading strategies (µ=3.59) is the most frequently used strategy followed by support reading strategies (µ=3.49) and global reading strategies (µ=3.42). All these identified themes provide and help the students to improve their reading skills. The researcher recommends that future research examine other reading strategies with online or even print text. Moreover, reading strategies should be taught to English as foreign language (EFL) students.

Investigating the Metacognitive Online Reading Strategies employed by Iraqi EFL Undergraduate Students

This study aims to investigate the use of metacognitive online reading strategies among Iraqi students. The research seeks to answer the following research questions: (i) What are the metacognitive online reading strategies of Iraqi fourth year undergraduate students when they read online academic text? (ii) What are the difficulties faced by Iraqi fourth year undergraduates when they read online academic text? Using a quantitative approach, the study deployed questionnaires which were administered on 50 fourth year students of Al-Salam University College, Baghdad Iraq. The response of the metacognitive online reading strategies among the students was assessed differently. The students adopt online dictionaries, reading e-books and online journal articles are some of the ways to increase the students’ reading ability and enhance online reading among English as foreign language (EFL) students from Iraq. The researcher analyzed students metacognitive reading strategies usage and their problems. Based on the quantitative analysis of the students’ responses to the SORS questionnaire, the students showed that problem-solving reading strategies (µ=3.59) is the most frequently used strategy followed by support reading strategies (µ=3.49) and global reading strategies (µ=3.42). All these identified themes provide and help the students to improve their reading skills. The researcher recommends that future research examine other reading strategies with online or even print text. Moreover, reading strategies should be taught to English as foreign language (EFL) students.

The Need for Focused Literacy Training in the Medical School Curriculum: A Cross‐Sectional Study of Undergraduate Students

Introduction. Medical education programs have increasingly included compulsory research skills components but rarely include explicit academic literacy instruction for medical research. This article presents results from a project that developed methods of bridging the gap between textbook literacy and scientific literacy in a setting where English coexists with the local language. Methods. A paper‐based, revised version of a validated self‐report instrument (32 questions) designed to assess readers’ metacognitive awareness and perceived use of academic reading strategies was used to collect information about medical students’ awareness of reading strategies in English for academic purposes. Results. Students reported a total overall average of 3.25 (scale 1–5) for reading strategy use, falling within a medium range for usage. They reported using problem‐solving reading strategies to the greatest extent (3.76), with global reading strategies (3.29) being second, and support reading strategies (2.85) to the least extent. Based on the data, a curricular intervention was designed to support critical reading of empirical literature in English. Conclusion. The results from this study suggest the need for inclusion of focused training on academic and scientific literacy, in particular, strategy instruction in relation to foreign language reading comprehension skills in medical school curricula.

ESL Learners’ Use of Reading Strategies Across Different Text Types

The current study sought to provide information on whether ESL learners’ use of reading strategies is associated with the type of text they are reading. To address this objective, 21 ESL learners read 20 different texts of varying types and answered the Metacognitive Awareness of Reading Strategies Inventory by Mokhtari and Sheorey (J Educ Psychol 94(2):249–259, 2002) to measure their use of reading strategies. Using descriptive and inferential statistics, results showed that ESL learners generally applied a wide range of strategies consistently when reading different text types. These results were explained using a schema-theoretic view of reading. Findings further revealed that there was a significantly higher use of global reading strategies compared to the two other factors (i.e., problem-solving reading strategies and support reading strategies). Such a finding was attributed to the reading proficiency level of the learners. Theoretical and practical implications are discussed.

The Impact of Language Opacity and Proficiency on Reading Strategies in Bilinguals: An Eye Movement Study.

Reading strategies vary across languages according to orthographic depth – the complexity of the grapheme in relation to phoneme conversion rules – notably at the level of eye movement patterns. We recently demonstrated that a group of early bilinguals, who learned both languages equally under the age of seven, presented a first fixation location (FFL) closer to the beginning of words when reading in German as compared with French. Since German is known to be orthographically more transparent than French, this suggested that different strategies were being engaged depending on the orthographic depth of the used language. Opaque languages induce a global reading strategy, and transparent languages force a local/serial strategy. Thus, pseudo-words were processed using a local strategy in both languages, suggesting that the link between word forms and their lexical representation may also play a role in selecting a specific strategy. In order to test whether corresponding effects appear in late bilinguals with low proficiency in their second language (L2), we present a new study in which we recorded eye movements while two groups of late German–French and French–German bilinguals read aloud isolated French and German words and pseudo-words. Since, a transparent reading strategy is local and serial, with a high number of fixations per stimuli, and the level of the bilingual participants’ L2 is low, the impact of language opacity should be observed in L1. We therefore predicted a global reading strategy if the bilinguals’ L1 was French (FFL close to the middle of the stimuli with fewer fixations per stimuli) and a local and serial reading strategy if it was German. Thus, the L2 of each group, as well as pseudo-words, should also require a local and serial reading strategy. Our results confirmed these hypotheses, suggesting that global word processing is only achieved by bilinguals with an opaque L1 when reading in an opaque language; the low level in the L2 gives way to a local and serial reading strategy. These findings stress the fact that reading behavior is influenced not only by the linguistic mode but also by top–down factors, such as readers’ proficiency.

The Effect of Reciprocal Approach on Metacognitive Awareness of Reading Strategy, Comprehension, and Vocabulary

This study aimed to investigate how Korean EFL learners’ perceptual change of metacognitive awareness of reading strategies (MARS), comprehension, and vocabulary learning are influenced by reciprocal reading (RR) while reading test-based materials. These were compared with the results by translation-based reading (TR). Fifty-four participants were chosen and divided into the two reading conditions, who were involved in all data collection procedures during 6 weeks: a pre and a post questionnaire of MARS, a pre test for target words, two reading practices, two interventions for data, two post reading comprehension tests, two immediate tests for word recall and a delayed test for word retention. The results revealed that RR approach was effective in enhancing learners’ metacognitive awareness of reading strategies, comprehension and word knowledge. In perceptual change of MARS, learners in RR approach reported significant increases in metacognitive awareness of global, problem-solving, and support reading strategies, whereas TR group did not show any significant increase in those strategies. In both reading comprehension performance and receptive word gain, RR group benefited more than TR group, while immediate word recall was similar in both conditions. (Dankook University)

Metacognitive awareness of TOEFL reading comprehension strategies

The rising demand for exchange and mobility programs as well as double diploma opportunities with world leading universities highlights the importance of ESL proficiency. TOEFL iBT as a test of EAP is accepted by most of the HEI in various countries. The aim of the present study is to determine students’ metacognitive awareness of global academic reading strategies, namely the use of context clues, within the framework of preparation for TOEFL reading section. The article establishes the connection between success in reading comprehension and the degree of students’ metacognitive awareness. The authors concentrate on expository texts from TOEFL reading section as a testing material and provide detailed description of single context clues types and double context clues patterns typical for this text structure. The following study is concerned with comparison and interpretation of the results obtained in three focus groups of students, who have accomplished reading comprehension task from TOEFL iBT with and without learning to employ the context clues reading strategy.

HOW DO ESL STUDENTS STRATEGISE WHEN READING ACADEMIC TEXTS?

Understanding academic texts in English may be challenging for second language learners. It requires a certain amount of effort and appropriate use of reading strategies in order to understand the texts. In order to understand the academic texts, students have to be conscious of the reading strategies that can be used to enhance their level of reading comprehension. Therefore, it is imperative to investigate reading strategies used by students in dealing with academic texts. This study explores Universiti Teknologi MARA students’ awareness level of the use of reading strategies when reading academic texts. This study utilises the Survey of Reading Strategies (SORS) by Mokhtari and Sheorey (2002). A total of 157 students from the Faculty of Administrative Science and Policy Studies participated in this study. Findings showed that problem solving strategies are more prevalent among the students compared to support reading strategies and global reading strategies. The findings reveal that the students need to be more exposed to support reading strategies and global reading strategies to further enhance their level of comprehension when reading academic texts.