Application of Reading Strategies: A Comparative Study between Iranian and Indian EFL Students

Abstract

Abstract-Reading as an important skill among the other four language skills, received high attention by the end of the first quarter of the twentieth century and a large number of researchers devoted their research papers to different aspects of reading. However, one of the important issues, over the last few decades, has been strategic reading. Early research in this field considered native language (L1), but in the last three decades the emphasis was on second language reading (L2). Despite the wealth of the studies in the area of reading strategies, there was a comparative dearth of research in the comparison of L1 and L2 reading strategies. In line with these facts, this paper attempted to examine whether L1 and L2 readers use the same reading strategies while reading. Using a Strategy Inventory for Language Learning, quantitative data were collected from 30 EFL Iranian and Indian students. The obtained results indicated that while "social strategy" was the most prevalent among different strategy types between natives; non-natives applied "memory and cognitive" strategies more. Transfer, learning environment, and knowledge of the two languages were among influential factors in the use of strategies by the two groups of respondents.

The moderating effects of information overload and academic procrastination on the information avoidance behavior among Filipino undergraduate thesis writers

“…As pointed out by various researchers, for successful reading to take place, it is not only necessary to know which strategies to use but also how to use them appropriately (Aarnoutse and Schellings, 2003; Anderson, 1991; Carrell, 1998; Garner, 1994; Kong, 2006; Liu et al, 2014; Paris et al, 1994; Talebinejad et al, 2015). To achieve a better understanding of the text and reduce reading time, readers tend to use strategies that enable them to determine useful texts that satisfy their information needs (Afflerbach et al, 2008; Albiladi, 2018; Koch and Spörer, 2017; Nordin et al, 2013; Shehata, 2017; Talebinejad et al, 2015; Weinstein and Hume, 1998). As disclosed by the profile of the respondents in the study (see Table 1), the Filipino undergraduate students posted a higher percentage on the use of different reading strategies like skimming and scanning which implies a lesser tendency to avoid information.…”

EFL Reading Comprehension Assessment: Some Grassroots’ Voices

“…In the case of students, the teachers need to help learners become efficient readers and improve their reading ability. They need to be independent and rely more on certain strategies rather than teacher (Talebinejad, Sadeghdaghighi & Liaghat, 2015). The teachers should facilitate the leaners with various reading practices which are applicable in their daily reading activities.…”

Offline/Online Reading Strategies of Yemeni Engineering Professionals

“…They were not able to use suitable strategies to evaluate their own reading comprehension. Talebinejad et al, (2015) explained that non-natives used "memory and cognitive strategies" more than natives. They added that using more strategies by non-native readers can be attributed to the factor of transfer and knowledge of their native language, i.e.…”