Textbook Reading Strategies and Its Relationship to Reading Test Performance

Research studies on reading strategy use among ESL/EFL readers are increasingly becoming one of the most attended topics for researchers and educators. This study investigated the reading strategies used by 290 Chinese EFL second year undergraduates and examined the relationship between their reading strategy use and reading test performance. The participants reported their use of reading strategies through the Survey of Reading Strategies (SORS) in three categories: global reading strategies (GLOB), problem solving strategies (PROB) and support reading strategies (SUP). Students’ reading test performance was measured by using the national College English Test Band-4 (CET-4). Results showed that students used overall reading strategies at a medium frequency level. They used PROB strategies most frequently (at a high level), followed by GLOB strategies (at a medium level). The least frequently used were SUP strategies (at a medium level). The most frequently used individual strategies were re-reading, regaining concentration and guessing the content of the text. The least frequently used strategies included reading aloud, questioning, paraphrasing, and translating. There was no significant relationship between students’ overall reading strategy use and their general reading test performance. However, significant relationship was found between some individual reading strategies and different test formats. Students’ banked cloze test performance was positively correlated to GLOB strategies. SUP strategies were negatively correlated to students’ skimming and scanning performance. Most PROB strategies were related to student performance in fast reading either positively or negatively. Pedagogical implications are discussed in relation to the Chinese EFL context. DOI: http://dx.doi.org/10.17576/GEMA-2014-1403-01

Linguistics · Mathematics education · Reading aloud · Computer Science · Educational Methods and Media Use · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning

• Motivation, Strategy Use, and Comprehension in Foreign Language Reading

  Open Access•Hassan M Kassem, Demah Aamer Alqahtani•Journal of Language Teaching and…•2023

  Añadir item

• Assessing students' metacognitive awareness of reading strategies.

  Kouider Mokhtari, Carla A Reichard•Journal of Educational Psychology•2002

  Añadir item

• Clarifying Differences Between Reading Skills and Reading Strategies

  Open Access•Peter Afflerbach, P David Pearson et al.•The Reading Teacher•2008

  Añadir item

• A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance

  Open Access•Aek Phakiti•Language Testing•2003

  Añadir item

• Differences in the metacognitive awareness of reading strategies among native and non-native readers

  Open Access•Ravi Sheorey, Kouider Mokhtari•System•2001

  Añadir item

• How Classroom Teachers Can Help Students Learn and Teach Them How to Learn

  Kenneth A Kiewra•Theory Into Practice•2002

  Añadir item