On the Development of a Model of Discipline-specific Reading Strategies in the Context of Iranian EFL Learners

Subject Areas :

Fazlolah Samimi ¹ , Rahman Sahragard ² , Seyyed Ayatollah Razmjoo ³

1 - Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2 - English Department, Shiraz University, Shiraz, Iran
3 - English Department, Shiraz University, Shiraz, Iran

Received: 2016-07-08 Accepted : 2016-09-05 Published : 2016-12-01

Keywords: grounded theory, Discipline-specific reading strategies, Semi-structured interview, Focus-group interviews, Reading strategies,

Abstract :

Abstract Reading strategies are seen as supportive means to help learners process and comprehend English texts effectively. The present research probed to posit a discipline-specific model of reading strategies for Iranian TEFL postgraduate students. The motive behind developing a local model of reading strategy is twofold: first, a variety of postgraduate students admitted for M.A and Ph.D. programs, either may not have received their first degrees in TEFL or they are TEFL graduates who lag behind disciplinary-knowledge in terms of reading. Consequently, Twenty- eight postgraduate students majoring in English Language Teaching from Shiraz University, Isfahan University, Yazd University and Islamic Azad university of Bandar-Abbas wherein M.A and Ph.D. programs in TEFL are offered were asked to brainstorm their ideas as to how they approach technical materials in English. Conducting a 3-session semi-structured interview with 22 participants and focus-group interviews with six participants, the researchers then transcribed and codified the data according to Corbin and Strauss (2014) systematic steps of open, axial and selective coding for grounded theory. The findings revealed a six factor model encompassing 32 categories. The factors include: a) previewing the content, b) recognition of the salient and pronounced features, C) emphasis and clarification upon the significant features, d) consulting auxiliary sources, e) ruminating and reflecting upon the text, and f) reviewing the gist of materials. As a matter of fact, the proposed model can help postgraduate students move away from teacher authority and develop reading autonomy.