Students’ usage of reading strategies in the faculty of education

Çöğmen, Suna; Saracaloğlu, Asuman Seda

doi:10.1016/j.sbspro.2009.01.045

Cited by 33 publications

(34 citation statements)

References 3 publications

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“…The aforementioned instruments were extensively employed in various contexts, such as Indian (Taraban et al, 2013), Indonesian (Vianty, 2007, Iranian (Anjomshoaa et al, 2012;Tavakoli, 2014;Zare, Maftoon, 2014), Japanese (Shikano, 2013), Turkish (Cogmen, Saracaloglu, 2009;Solak, Altay, 2015), Spanish (Martinez, 2008) and have mainly shown that EFL learners use reading strategies to a significant extent, as the use was measured as either medium or high. The results of these studies have also clearly indicated that different factors have a considerable impact on the metacognitive reading strategy use, such as gender, study field, nationality, reading proficiency and have emphasized the need that these and other factors be explored further.…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study

Bećirović¹,

Brdarević-Čeljo²,

Sinanovic³

2017

European Journal of Contemporary Education

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Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.

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Section: Literature Reviewmentioning

confidence: 99%

The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study

Bećirović¹,

Brdarević-Čeljo²,

Sinanovic³

2017

European Journal of Contemporary Education

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“…It has been shown that proficient readers tend to use Global Strategies while less proficient readers tend to use Local Strategies, especially at the word level (Horiba, 1996;Lau, 2006;Plakans, 2009). Reading strategies in this context have been assessed mainly by questionnaire (e.g., Carrell, 1989;Cogmen & Saracaloglu, 2009;Phakiti, 2003) and the think-aloud protocol. Especially since the 1990s, more studies have used the think-aloud protocol to examine reading strategy (see Table 1).…”

Section: Second Language Reading and Reading Strategymentioning

confidence: 99%

Japanese EFL Students’ Reading Processes for Academic Papers in English

Hijikata¹,

Nakatani²,

Shimizu³

2013

JEL

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Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986;Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed while we read research papers (e.g., Wyatt et al., 1993). Considering that academic discourse has a particular, distinct structure (e.g., Swales, 1990), it is necessary to examine the process of reading academic papers separately from that of reading in general, focusing on the rhetorical particularities of academic discourse. Against this research background, we investigated how Japanese EFL students read English academic papers, focusing on the interactions among L2 proficiency, reading strategies, and the rhetorical features of the papers. We used the following methods: video observation, the "think-aloud protocol," document analysis of notes taken by the participants while reading, and a post-reading interview. The reading strategies identified on the basis of the think-aloud protocol were categorized into local, global, and metacognitive strategies. The main results were as follows. First, the Japanese EFL readers had difficulty recognizing academic discourse. Therefore, they could not read the papers efficiently. Second, the students focused on understanding formulas and figures presented in the documents. Third, although the students used local and global strategies frequently, their purposes in using these strategies varied depending on their L2 competence, their background knowledge about the topic of the paper, and their familiarity with the discipline-specific academic discourse.

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“…According to Cogmen & Saracaloglu, 2009), the use of RCS enhances reading comprehension and overcomes comprehension difficulties at both the word and sentence level. This is because, the use of RCS also has been found to be important, especially for those EFL learners who wanted to achieve high levels of English language literacy and success in academic reading (Ikeda & Takeuchi, 2006;Malcolm, 2009;Sadjirn, 2013;Sheorey & Mokhtari, 2001).…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

“…Reading strategies used in different texts, tasks and settings were also investigated in several studies in schools and tertiary levels (Cogmen & Saracaloglu, 2009;Lee, 2012;Tercanlioglu, 2004;Malcolm, 2009;Zhang et al, 2008). For example, Malcolm (2009) investigated the reading strategy awareness through a questionnaire among 160 EFL students at a medical university in Bahrain.…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

“…Anjomshoaa, et al, 2012;Hosseini, et al, 2014;Mehrdad, et al, 2012;Wang, 2015;Zare, 2007), and reading strategies used for different texts, tasks and settings (Cogmen & Saracaloglu, 2009;Lee, 2012;Tercanlioglu, 2004;Malcolm, 2009;Zhang et al, 2008). This literature reveals that although reading strategies are important in enhancing reading comphension, there is still a gap in exploring the roles of reading strategies in investigating the challenges of using reading strategies in L2 reading comprehension in the context of EMI and EFL.…”

Section: Reading Comprehension Strategiesmentioning

confidence: 99%

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Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

Noor¹

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Considerable research has shown that the use of reading comprehension strategies (RCS) in the learning of second language (L2) has positive effects on students' reading comprehension (RC) performance. However, the development of L2 reading comprehension has been a challenge to Year 6 classes in Brunei that take place in an English as a foreign language (EFL) societal environment where both students and teachers have to achieve and work through English as a medium of instruction (EMI). In this complex environment, English reading comprehension amongst students in Brunei has been identified as an area that needs to be improved. The purpose of this study was to develop a deeper understanding of the complex relationships between the learning and teaching of RCS and the lived experience of Bruneian Year 6 students and teachers in EFL/EMI settings. This was achieved through an investigation of the facilitating or hindering factors involved in learning and teaching of RCS in L2 RC EFL/EMI classrooms, and an exploration of ways students and teachers manage EFL and EMI in the learning and teaching of RCS in L2 RC lessons. Engeström's Second Generation Activity Theory (2001) was used both as a theoretical framework and a method for analysis to generate a rich description of the complex environment in which the learning and teaching of RCS occurs.This study employed an instrumental case study using a sequential exploratory design and a mixed method approach. A total of 477 Year 6 students and 57 teachers participated in this study. In the first phase, data were collected from the students and teachers using RCS self-report surveys.This was followed by students undertaking a reading comprehension stimulation task, students' group interviews, teachers' interviews and classroom observations. Quantitative data were analysed using SPSS and thematic analysis was undertaken for the qualitative data.This study found that students and teachers were aware of the role of RCS in enhancing reading comprehension. However, the facilitating or hindering factors of EMI in EFL environment within an examination orientated education system such as students' perceived English competencies, limited instructional resources, and teacher directed pedagogical practices led to complexities in implementing RCS in the learning and teaching of L2 RC. The findings of this research provided evidence of some of the facilitators and hindrances of the learning and teaching of L2 RC, specifically the impact of EFL/EMI in the use of RCS in the bilingual classroom, and the ways students and teachers manage the learning and teaching of L2 RC within a complex system. This study further suggests that the learning and teaching of RCS in L2 RC lessons should be seen ii as complex as it is closely related to EMI policies in EFL setting within an examination orientated education system.The study adds to our understanding of RCS teaching and learning through the exploration of a context new to language learning strategies (LLS) research, that is, the use of...

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Students’ usage of reading strategies in the faculty of education

Cited by 33 publications

References 3 publications

The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study

The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study

Japanese EFL Students’ Reading Processes for Academic Papers in English

Second Language Reading Comprehension Strategies in Brunei Darussalam’s Primary Schools

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