Examining the Effectiveness of Think-Aloud Procedure and Reading Strategy Inventory

Insights From Reading Process Research

Bibliographic Data

ID21804891
AuthorsGeorge Mathew Nalliveettil (0000-0001-8163-1485, Chaitanya Bharathi Institute of Technology, corresponding author)
Year2021
Volume12
Issue6
Pages899-910
Publication date2021-11-02
Open AccessYes
TypeARTICLE
VenueJournal of Language Teaching and Research (JOURNAL)
Journal identifiersISSN: 1798-4769 • E-ISSN: 2053-0684
PublisherAcademy Publication (PUBLISHER • GB)
DOI10.17507/jltr.1206.06
OpenAlexW3209187502
LanguageEN
References cited11

A study was conducted to explore the reading strategies of ESL (English as a Second Language) engineering students. The subjects of the study were 52 B.Tech students. The research focused on investigating the reading process of ESL students. The think-aloud procedure and reading strategy inventory were used to collect the data. Three pilot studies were conducted to validate quantitative and qualitative research procedures. A 40-item reading strategy inventory was administered to identify the engineering students' reading strategy use. The scores obtained in the reading strategy inventory has been compared to the verbal reports elicited through the think-aloud procedure. Data analysis presents an overview of the frequency of strategy use while reading an academic-related text. The paper examines the effectiveness of reading strategy inventory and think-aloud procedure for reading process research. The findings of the study discuss the data collection procedure relevant to reading process research. The study highlights challenges in validating quantitative and qualitative research procedures and suggests ways to overcome them

Data collection · Human–computer interaction · Linguistics · Mathematics education · Protocol analysis · Qualitative research · Reading aloud · Think aloud protocol · Usability · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Psychology

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