Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts
الموضوعات :
Vida Yousefian
1
(Department of English language, Falavarjan Branch, Islamic Azad University, Esfahan, Iran)
الکلمات المفتاحية: reading comprehension, reading strategies, reading academic texts,
ملخص المقالة :
The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL) learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5%) than problem solving strategies (29.0%) and support reading strategies (26.5%). The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.
Anderson, V., & Roit, M. (1993). Planning and implementing collaborative strategy instruction for delayed readers in grades 6-10. The Elementary School Journal, 94, 121-137.
Birjandi, P. (2001). The application of reading strategies in Persian and English (a comparative study.)The International Journal of Humanities (The Journal of Humanities), 8(3),29-36.
Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20,163-49.
Brown, D. H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Pearson Education.
Carrell, P. L. (1998). Can reading strategies be successfully taught? [Online] Available: http://jalt-publications.org/old_tlt/files/98/mar/carrell.html (August, 11, 2011).
Chastain, K. (1988). Developing second-language skills theory and practice (3rd ed., 216).Orlando, Florida: Harcourt Brace Jovanovich.
Ebrahimi, S.S. (2012). Reading strategies of Iranian postgraduate English students living at ESL context in the first and second Language. Paper presented at the 2012 International Conference on Education and Management Innovation, Singapore.
Ghavam, M.M., Rastegar, M., & Razmi, M.H. (2011). Iranian EFL learners’ achievement goals in relation with their metacognitive reading strategy use. Open Journal of Modern Linguistics, 1(2), 39-44.
Gorsuch, G., & Taguchi, E. (2008). Repeated reading for developing reading fluency and
reading comprehension: The case of EFL learners in Vietnam. System, 36, 253-278.
Harmer, J. (2007). Teaching reading, how to teach English: Reasons for reading and different kinds of reading (2nd ed.). England: Pearson Longman.
Jimenez, R., Garcia, G., & Pearson, P. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32, 67-97.
Karbalaei, A. (2010). A comparison of the global reading strategies used by EFL and ESL
readers. The Reading Matrix, 10(2), 165-180.
Kong, A. (2006). Conceptions between first and second language readings: Reading strategies used by four Chinese adult readers. The Reading Matrix, 6(2), 19-45.
Kummin, S., & Rahman, S. (2010). The relationship between the use of meta-problem solving
strategies and achievement in English. Procedia Social and Behavioral Sciences, 145-150.
Marzban, A. (2008). Using CALLA in EFL reading comprehension classes. Paper presented at The 1st English language teaching and literature conference, Islamic Azad University, Rude hen Branch.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students reading strategies. Journal of Developmental Education, 25 (3), 2-10.
Mokhtari, K., & Sheorey, R. (2008). Reading strategies of first- and second-language learners: See how they read. Norwood, MA: Christopher-Gordon Publishers.
Naseri, M., & Zaferanieh, E. (2012). The relationship between reading self-efficacy beliefs, reading strategy use and reading comprehension level of Iranian EFL learners. World Journal of Education, 2(2), 64-75.
Paris, S.G., Cross, D.R., & Lipson, M.Y. (1984). Informed strategies for learning: a program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239-1252.
Pearson, P.D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (pp. 815-860). White Plains, NY: Longman.
Phakiti, A. (2003). A closer look at the relationship of problem-solving and global strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26-56.
Poole, A. (2005). Gender differences in reading strategy use among ESL college students. Journal of College Reading and Learning, 36(1), 7-20.
Renandya, W.A., & Jacobs, G.M. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge university press.
Rice, M. (2009). Making connections: Reading comprehension skills and strategies. Educators Publishing Service.
Shokrpour, N., & Nasiri, E. (2011). The use of cognitive and metacognitive reading strategies by Iranian IETSE test takers in the reading section of the test. European Journal of Social Science, 22(1), 126-134.
Urquart, A., & Weir, J. C. (1998). Reading in a second language: process and product. London: Longman.
