Gender Differences in Reading Strategy Use among ESL College Students

Poole, Alexander

doi:10.1080/10790195.2005.10850177

Cited by 51 publications

(50 citation statements)

References 19 publications

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“…These results are in line with results reported by Alexander Poole [52]. His study nonetheless focused on the use of strategies in second language learning (L2).…”

Section: Discussionsupporting

confidence: 82%

Gender Patterns in Hypertext Reading

Protopsaltis¹,

Bouki²

2009

TOERGJ

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Abstract:The effect of gender in learning has often been the focus of research because of its potential implications in academic achievement. However, the effect of gender in hypertext reading has not been thoroughly investigated. The Web in general and the hypertext in particular has modified the way people access and use information. This paper reports the findings of an empirical study into gender differences in hypertext reading. The study focuses on text-based electronic documents. The study is a mixed method design, with the use of the think-aloud protocols and a between subjects experiment. It examines some original variables not previously studied comprehensively, such as coherence of transactions, sum of selected hyperlinks, and hyperlink location. Forty two participants (30 males and 12 females) read a hierarchically structured hypertext and then, all answered the same set of questions. The data consisted of reading times, comprehension scores, reading strategies, coherent links, hyperlink location, sum of hyperlinks, and the sum of read nodes. The results show that gender did not significantly affect any of the measured variables.

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“…These results are in line with results reported by Alexander Poole [52]. His study nonetheless focused on the use of strategies in second language learning (L2).…”

Section: Discussionsupporting

confidence: 82%

Gender Patterns in Hypertext Reading

Protopsaltis¹,

Bouki²

2009

TOERGJ

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“…This result is also consistent with the recent researches on gender and reading strategies (Phakiti, 2003;Poole, 2005).…”

Section: Discussionsupporting

confidence: 82%

A Comparison of Perceived Use of the Metacognitive Reading Strategies by Iranian Master of Science Students for Hypertext and Printed Academic Materials

Ostovar-Namaghi¹,

Noghabi²

2014

JLTR

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Abstract-This study aims at finding out whether there are any significant differences between perceived use of the metacognitive reading strategies by Iranian Master of Science (MSc) students for hypertext and printed academic materials. To this end, fifty four students in total were randomly selected from MSc students of Gonabad University of Medical Sciences in Iran. Having received the research instruments, the subjects completed the demographic information sheet and two other questionnaires, i.e., the survey of reading strategies (SORS) and the online survey of reading strategies (OSORS). The researchers then used the SPSS software for data analysis. The results showed that research subjects reported a moderate perceived use of metacognitive reading strategies while reading academic hypertext and printed materials.Index Terms-metacognitive reading strategies, hypertext and printed academic materials, master of science students

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“…Many researchers have explored the use of EFL/ESL reading skills among learners (Poole, 2005;Karbalaei, 2010;Li, 2010). According to Barnett (1988), reading strategies are processes in which readers utilize in order to comprehend what they are reading.…”

Section: Reading Sub-skillsmentioning

confidence: 99%

Assessing and Improving General English University Students’ Main Sub-skills of Reading Compression: A Case of University of Bojnord

Shirvan¹

2016

SUET

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General English course at Iranian universities has always been a controversial issue since the students taking this course are rather weak in English proficiency and need more authentic instructions based on accurate need analysis.The materials applied in this course are mainly focused on reading comprehension. Thus, the purpose of the present study was to improve General English university students' main sub-skills of reading comprehension and see the effect of the possible changes in terms of time and the fields of study of the students. To do this, 168 university students taking General English course at university of Bojnord, including humanities, engineering, physical education, and sciences, received instruction on the main sub-skills of reading comprehension after taking a pre-test sample TOELF section of reading comprehension. After 16 sessions of 90 minute instruction, they took the post-test section of TOEFL sample of reading comprehension. Mixed between within subject analysis of variance was used to assess the impact of instruction for the four groups of students from pre-test to post-test. The findings of the study indicated that the effect of instruction in terms of time, from pre-test to post-test, and the interaction of time and fields of study were significant. Besides, changes for 10 sub-skills were the same among the four fields of study.Keywords: General English, reading comprehension, skills IntroductionThe problem related to the reading comprehension is one of the most serious problems in higher. However, incapability of reading comprehension is often not recognized by students and lecturers until they entrance into academic courses. Levine, Ferenz, and Reves (2000) hold: "The ability to read academic texts is considered one of the most important skills that university students of English as a Second Language (ESL) and English as a Foreign Language (EFL) need to acquire" (p. 1). There has been a long productive line of L2 reading research establishing the central importance of reading skills and strategies in successful processing in reading comprehension (Anderson, 1991;Block, 1992;Ikeda & Takeuchi, 2006;McNeil, 2011;Zhang & Wu, 2009). However, many students come into higher education with no training for the reading skills. Thus, when forced to read a pervasive mass of texts, they often utilize fruitless and inefficient strategies and skills (Arnold, 2009; * Acknowledgements: I gratefully acknowledge the project reported here was supported by a grant-in-aid of research from Anmarkrud, Bråten, & Strømsø, 2014;Bråten & Strømsø, 2011;Kobayashi, 2010;Mason, Scirica, & Salvi, 2006). The failure in reading comprehension might be due to students' low level of reading strategy awareness and lack of metacognitive knowledge (Berkowitz & Cicchelli, 2004;Chen, Gualberto, & Tameta, 2009). In addition, the Iranian education system concentrates still on knowledge aspects of learning rather than practical aspects. Hence, students are coming from the insufficient task demands of high school and the fact ...

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Gender Differences in Reading Strategy Use among ESL College Students

Cited by 51 publications

References 19 publications

Gender Patterns in Hypertext Reading

Gender Patterns in Hypertext Reading

A Comparison of Perceived Use of the Metacognitive Reading Strategies by Iranian Master of Science Students for Hypertext and Printed Academic Materials

Assessing and Improving General English University Students’ Main Sub-skills of Reading Compression: A Case of University of Bojnord

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