Triangulating Think-alouds and Questionnaires in Reading Strategy Assessment: An Exploratory Study
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This study was designed to investigate reading strategies of L2 learners, using a combination of a questionnaire and think-aloud protocols. The participants’ reading strategies were compared to find whether the results of the questionnaire and think-aloud protocols compensate or contradict each other. In addition, it was examined whether the ordering of the two instruments would influence strategy awareness and use and reading comprehension scores. Only the task-specific reading strategies from the questionnaire were employed to read a text, and items such as “skipping” and “adding information” were newly found by think-aloud protocols. Also, the participants were observed to do ineffective behaviors such as “being inflexible” and “mistranslating,” which might not have been discovered when using the questionnaire only. Overall, the questionnaire and think-aloud protocols turned out to be complementary to each other rather than conflicting. The participants’ reading comprehension scores were not influenced by the ordering, however, after a certain task, they were able to reflect on their strategy use more accurately than without or before a task. Thus, if used properly for their own purposes, both instruments are effective to measure students’ reading strategies complementarily.
Abstract
This study was designed to investigate reading strategies of L2 learners, using a combination of a questionnaire and think-aloud protocols. The participants’ reading strategies were compared to find whether the results of the questionnaire and think-aloud protocols compensate or contradict each other. In addition, it was examined whether the ordering of the two instruments would influence strategy awareness and use and reading comprehension scores. Only the task-specific reading strategies from the questionnaire were employed to read a text, and items such as “skipping” and “adding information” were newly found by think-aloud protocols. Also, the participants were observed to do ineffective behaviors such as “being inflexible” and “mistranslating,” which might not have been discovered when using the questionnaire only. Overall, the questionnaire and think-aloud protocols turned out to be complementary to each other rather than conflicting. The participants’ reading comprehension scores were not influenced by the ordering, however, after a certain task, they were able to reflect on their strategy use more accurately than without or before a task. Thus, if used properly for their own purposes, both instruments are effective to measure students’ reading strategies complementarily.
참고문헌 (54)
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