Investigating EFL reading strategies and reading comprehension
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This study aims to investigate English as a Foreign Language (EFL) reading strategies (global,problem-solving, and support) and comprehension (low, intermediate, and high) among highschool students in Korea. Specifically, the study examines: (1) the most widely used readingstrategies by EFL students, (2) any difference existing between male and female students forthree reading strategies, (3) any difference in reading strategiesexisting among threecomprehension levels, and (4) any gender-related difference existing among threecomprehension levels for reading strategies. 1,475 students (699 male and 776 female) from twohigh schools in Korea participated in this study. The Survey of Reading Strategies (SORS) byMokhtari and Reichard (2002) was used as the instrument for collecting data on the use ofreading strategies and reading comprehension. The results indicated that students had thehighest preference for problem-solving strategies, followed by global and support strategies. Female students used EFL reading strategies significantly more frequently than male students,particularly global and support strategies. Furthermore, there was a significant difference acrossthree comprehension levels in reading strategies overall and by gen
Abstract
This study aims to investigate English as a Foreign Language (EFL) reading strategies (global,problem-solving, and support) and comprehension (low, intermediate, and high) among highschool students in Korea. Specifically, the study examines: (1) the most widely used readingstrategies by EFL students, (2) any difference existing between male and female students forthree reading strategies, (3) any difference in reading strategiesexisting among threecomprehension levels, and (4) any gender-related difference existing among threecomprehension levels for reading strategies. 1,475 students (699 male and 776 female) from twohigh schools in Korea participated in this study. The Survey of Reading Strategies (SORS) byMokhtari and Reichard (2002) was used as the instrument for collecting data on the use ofreading strategies and reading comprehension. The results indicated that students had thehighest preference for problem-solving strategies, followed by global and support strategies. Female students used EFL reading strategies significantly more frequently than male students,particularly global and support strategies. Furthermore, there was a significant difference acrossthree comprehension levels in reading strategies overall and by gen
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