Cognitive and Metacognitive Strategy Use in L2 Reading: Using Performance and Importance Analysis
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This study addresses the issues of L2 learners’reading strategy use within the higher education context. 115 Korean students from four universities participated in this questionnaire study using the Survey of Reading Strategies(SORS). The participants’reported reading strategy use in L2 and perceived importance were quantitatively analyzed and discussed. Significant mean differences were found between performance and perceived importance across all the items, implying that learners consistently rated perceived importance higher than performance in L2 academic reading. Overall, the Problem-Solving Strategy ranked highest in both performance and importance, followed by Global Reading Strategy and then Support Strategy. Strategies such as ‘take notes while reading’are suggested as an area for further improvements in the strategy-based instruction classroom
Abstract
This study addresses the issues of L2 learners’reading strategy use within the higher education context. 115 Korean students from four universities participated in this questionnaire study using the Survey of Reading Strategies(SORS). The participants’reported reading strategy use in L2 and perceived importance were quantitatively analyzed and discussed. Significant mean differences were found between performance and perceived importance across all the items, implying that learners consistently rated perceived importance higher than performance in L2 academic reading. Overall, the Problem-Solving Strategy ranked highest in both performance and importance, followed by Global Reading Strategy and then Support Strategy. Strategies such as ‘take notes while reading’are suggested as an area for further improvements in the strategy-based instruction classroom
참고문헌 (26)
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