Awareness of Reading Strategy Use of Indian ESL Students and the Relationship with Reading Comprehension Achievement

Abstract

<p>This paper reports findings from the study that assessed the first year Indian ESL students’ awareness of reading strategy use. It also investigated the relationship that exists between reading strategy use and the reading comprehension achievements of the Indian ESL students. The study utilized two instruments such as SORS and RCT which is the modified version of TOEFL reading comprehension. The reading strategies are classified into the global, problem solving and supporting. The results showed that the students employed problem solving strategy the most and they least preferred to use global strategies. The difference in the strategy use is statistically significant except for supporting strategy. The high proficiency students over performed the middle and the low proficiency students in terms of strategy use. Overall, the reading strategy use moderately correlated with the reading comprehension achievement of the Indian students. There is a significant difference in the use of strategy by Gender, in which the female students reported using more strategy than that of male students. The pedagogic implications of these findings are discussed in terms of practices in the Indian society. Thus, the study identifies the Indian ESL students, reading strategy preferences and suggests remedial measures for classroom teaching.</p

Metacognitive Awareness of Reading Strategy Use by English Language Teaching Students in Turkish Context: Sakarya University Sample

“…In their study, it was concluded that female participants use global and support read-ing strategies more than male participants do. Madhumathi and Ghosh (2012), additionally, found statistically significant difference only in problem solving strategy use and support reading strategy use.…”

“…In his findings, he reported that reading strategy use was effective in enhancing students' reading proficiency and comprehension. Madhumathi and Ghosh (2012), in their research, concluded that the most preferred reading strategy type was problem-solving strategies by Indian students whereas the least used reading strategy was global reading strategies.…”

Evaluación de las estrategias metacognitivas de comprensión de textos narrativos

“…Este mismo hecho se ha encontrado en el empleo de las estrategias metacognitivas de comprensión en textos expositivos (Al-Dawaideh y Al-Saadi, 2013; Jiménez et al, 2009;Madhumathi y Ghosh, 2012).…”

“…Diversos estudios han mostrado que el entrenamiento en habilidades metacognitivas mejora la comprensión lectora de textos expositivos (López-Escribano, Elosúa de Juan, Gómez-Veiga y García Madruga, 2013;Madariaga y Martínez, 2010;Soriano, Sánchez, Soriano y Nievas, 2013). Los estudios se han centrado, básicamente, en la comprensión de textos expositivos por la relación que se da entre el desarrollo de la comprensión lectora y el éxito en los aprendizajes escolares (Johnston, Barnes y Desrochers, 2008;Madariaga y Martínez, 2010;Madhumathi y Ghosh, 2012).…”

Reading English as a foreign language: The interplay of abilities and strategies

“…For example, when rank-ordering strategies recognized by L1 Persian college-student learners, Tavakoli (2014) found that learners used to support strategies at a moderate rate first, followed by global strategies problem-solving strategies the least. Madhumathi and Ghosh (2012), however, studied Hindi speaking college students and found the order to be problemsolving strategies first followed by global and then support strategies. Pammu et al (2014) studied the order for learners in college from Bahasa Indonesia and found the order to be different from the previous two studies; the order was high use of problemsolving, moderate use of support, and low level of global reading strategies.…”