Text Difficulty Effect on Metacognitive Reading Strategy Use among EFL Learners

Abstract

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.

Comparing the Linguistic Complexity in Receptive and Productive Modes

“…Despite the acknowledged relevance of text difficulty in reading (Droop & Verhoeven, 1998;Jafarigohar & Khanjani, 2014), very little research has been conducted that analyze the linguistic complexity in reading materials and texts. One of these was Brown and Briggs's (1986) commentary article which articulated that children's language should be used as a guide in developing reading texts.…”

The Impact of Self-Regulated Strategy Development on Enhancing Saudi Female English majors’ Reading Comprehension Skills and Self-Efficacy

“…These results align with the findings of other research studies (e.g., Li & Kaur, 2014;Teng, 2020), which assured that strategy training could assist language learners in becoming strategic readers and improving their reading comprehension. Jafarigohar and Khanjani (2014) highlighted that being a strategic learner can help students in planning, organizing, and assessing their language learning, as well as in being more autonomous. In terms of reading ability, Li and Kaur (2014) added that reading strategy training can help students become more aware of the numerous reading methods available to them in diverse reading settings.…”

Examining University Students’ Reading Performances and Behaviors with the Use of Eye-Trackers

“…It is common for readers to adopt much more strategies as compared to studies done abroad. Jafarigohar & Khanjani (2014), Rajab et al (2017) and Amal et al (2017) have carried out research and determined that students employed different reading strategies such as problem-solving, global and support strategies when reading a text. Ruhil Amal et al (2017) further mentioned the use of problem solving were able to make understanding for readers when they are confronted with difficulties during reading, while support strategies aids readers in maintaining an intact relation of the idea of the text being read.…”