Reading strategy use between Chinese good and poor readers: a think‐aloud study

Lau, Ken

doi:10.1111/j.1467-9817.2006.00302.x

Cited by 60 publications

(70 citation statements)

References 40 publications

(38 reference statements)

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“…The strategies can be improved by direct instruction (Lau, 2006). As Lau (2006) claims, good readers are those who use better strategies; poor readers either give up easily when they face problems or they use inefficient strategies.…”

Section: Reading Comprehension Reading Strategies and Protocol Analysismentioning

confidence: 99%

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Strategies Used by Four Iranian EFL learners in Reading ESP and GPE Texts: A Think-aloud Case Study

Tabatabaian¹,

Zabihi²

2011

WJEL

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The case study reported in this paper was conducted to investigate the differences between strategies used in reading ESP and GPE texts using the think-aloud approach as a way of understanding the mental processes the subjects go through and also a method of eliciting the strategies used when they are performing a task. Four EFL learners studying in an upper-intermediate level at College of Ferdowsi University in Mashhad received a GPE (General Purpose English) text along with four ESP (English for Specific Purposes) texts. The data obtained were analyzed qualitatively. The strategies used by subjects were identified according to O'Malley and Chamot's (1990) model of language learning strategies. The results indicated that while cognitive strategies were used quite often in reading both types of texts, socioaffective strategies were not used at all. Moreover, some differences were observed between the types of cognitive and metacognitive strategies used by the subjects for reading ESP and GPE texts. It was revealed that drawing on background knowledge is done more often when learners read ESP texts. In addition, drawing on background knowledge and confirming the knowledge proved to be important strategies for reading ESP texts. Finally, the results of the study were discussed, implications of the findings were cited, and suggestions for future research were offered.

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Section: Reading Comprehension Reading Strategies and Protocol Analysismentioning

confidence: 99%

“…This method directly assesses subjects' strategy use; it also provides product information and process report, avoids problem of memory failure, and allows for analysis of affective and cognitive processes (Lau, 2006).…”

Section: Reading Comprehension Reading Strategies and Protocol Analysismentioning

confidence: 99%

Strategies Used by Four Iranian EFL learners in Reading ESP and GPE Texts: A Think-aloud Case Study

Tabatabaian¹,

Zabihi²

2011

WJEL

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“…Reading comprehension requires that the reader evaluate the text, preview the text, make predictions, make decisions during reading, review for deeper meaning, find inconsistencies, evaluate his or her own understanding while reading, use prior knowledge, and monitor understanding (Houtveen & van de Grift, 2007;Lau, 2006). According to Houtveen and van de Grift (2007), good readers comprehend better and do many things before even starting to read, including thinking about why they are reading the text, drawing upon previous knowledge, scanning the structural elements of the text, and making predictions about what the text will be like.…”

Section: Discussionmentioning

confidence: 99%

Text Difficulty Effect on Metacognitive Reading Strategy Use among EFL Learners

Jafarigohar

Khanjani

2014

GEMA Online

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Reading is one of the most integral academic skills in learning a foreign language. According to Anderson (2003), it is the interaction of four factors: the reader, the text, fluent reading and strategic reading. A large number of studies have indeed recognized the importance of the metacognitive reading strategies (MRSs) and text difficulty in reading comprehension. However, the effect of text difficulty on the learners' MRSs use has not been paid due attention in the literature. Accordingly, this study, employing a within-subject design, To get a better picture of the EFL learners' MRSs, an oral interview was also carried out on 10 participants. The results of the statistical analyses showed that text difficulty had significant effect on metacognitive reading strategy use with problem-solving strategies being affected most. The interview data revealed that the participants in this study benefited from various MRSs such as planning, summarizing and translating especially when the text was difficult. The implications of the study concern foreign language teaching, teacher training and curriculum design with regard to the selection of appropriate reading materials and methodology for EFL learners. Moreover, EFL instructors need to consider the difficulty level of reading materials so as to trigger the learners' metacognitive reading strategy use.

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“…; (16) Make elaborative inference to achieve in-depth understanding of the theme; (17) Several reading strategy studies have focused on the differences between L1 and L2 reading strategies (Block, 1986(Block, , 1992Carrell, 1989;Horiba, 1996;Kamhi-Stein, 2003) and the relationship between L2 competency and reading strategy use (e.g., Dewey, 2004;Horiba, 1996;Lau, 2006). 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.…”

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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Reading strategy use between Chinese good and poor readers: a think‐aloud study

Cited by 60 publications

References 40 publications

Strategies Used by Four Iranian EFL learners in Reading ESP and GPE Texts: A Think-aloud Case Study

Strategies Used by Four Iranian EFL learners in Reading ESP and GPE Texts: A Think-aloud Case Study

Text Difficulty Effect on Metacognitive Reading Strategy Use among EFL Learners

Japanese EFL Students’ Reading Processes for Academic Papers in English

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