An Examination of Perceived Reading Strategy Use Among University Level Students

Abstract

As a core language skill, reading has always occupied a prominent role in the process of language acquisition, with a strategic approach to its development contributing to greater reading competences and better learning outcomes. The present paper, thus, aims to explore variation in strategy use by study field, year of study and university type among 228 university-level students in Bosnia and Herzegovina employing the Survey of Reading Strategies (SORS). A one-way MANCOVA revealed a significant effect of the study field on the overall use of reading strategies with the age factor being controlled and a univariate ANOVA indicated that the study field significantly affected all strategy subtypes. More specifically, students in the field of psychology seem to be the most frequent users of reading strategies and their two subtypes, namely global and support strategies, whereas the students in the field of English language and literature most frequently use problem-solving strategies. Moreover, a two-way MANOVA showed a significant interaction effect of the university status and the year of study on the metacognitive reading strategy use, even though their main effects were insignificant. The current study findings may contribute to broader understanding of the overall as well as type-specific use of reading strategies by EFL learners of different backgrounds, thus setting out guidelines for the development of corresponding curricula and instructional design.

Online systematic guided reading strategies to improve EFL students’ reading performance

“…Several previous studies (Čeljo et al, 2021;Karimi & Dastgoshadeh, 2018) support the finding of this study. It demonstrates how crucial it is for EFL learners to consistently use a particular reading strategy to improve their reading performance.…”

“…Specifically, it sheds light on the ways in which such strategies can enhance the performance of EFL students when reading written texts. The present findings thus serve to supplement existing research in this area and build upon the work of other scholars (Andoko et al, 2020;Čeljo et al, 2021;Habók et al, 2019b;Irianto et al, 2019;Mehrak Rahimi & Babaei, 2021). Moreover, gaining an understanding of reading strategies for reading written texts may offer a new perspective and enhance learners' motivation.…”

Cooperative Learning as a Pathway to Strengthening Motivation and Improving Achievement in an EFL Classroom

“…Namely, the current study participants genuinely want to learn English, due to its global use and expansion in various international domains, and they consider it a useful tool for their future academic and professional achievements. In addition to this, the importance of obtaining higher English language proficiency is constantly emphasized and the English language course is an obligatory course throughout elementary and high-school education in Bosnia and Herzegovina (Bećirović, 2017;Brdarević-Čeljo et al, 2018;Brdarević-Čeljo et al, 2021;Dubravac, 2018;Dubravac et al, 2018;Kovačević et al, 2018;Laličić & Dubravac, 2021).…”

Modeling higher order thinking skills and metacognitive awareness in English reading comprehension among university learners

“…However, they are weak in restating the ideas in their own words, which indicates a weakness in comprehension (Mokhtari and Sheorey, 2002). Finding relationships, or in other words, evaluating and critiquing may pose problems to them (Brdarevic Celjo et al, 2021). It is noticeable that evaluating is the weakest of these learners' HOTS.…”