Strategy Use in Reading Different Text Genres in EFL Context
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초록
This study explores EFL learners’ use of metacognitive strategies on reading different genres. We investigate whether EFL learners adopt different metacognitive strategies while reading different genres of text, and if English reading proficiency levels are relevant factors. We ask 34 students to read three different genres, Argument, Description, and Explanation, and investigate their use of metacognitive strategies through a survey questionnaire. We take three strategies, Global Reading Strategies (GLOB), Problem-Solving Strategies (PROB), and Support Reading Strategies (SUP), which are subcategories of reading strategies from Metacognitive Reading Strategies Inventory (MARSI) suggested in Mokhtari and Reichard (2002). We find that there is no significant difference in the use of metacognitive strategies on reading the three different genres, but the participants more rely on PROB on reading all the three genres than GLOB and SUP. The results also indicate that overall, the participants at the higher level of English reading proficiency use more metacognitive strategies on reading the texts, and in particular, utilize PROB more than those at the low level.
Abstract
This study explores EFL learners’ use of metacognitive strategies on reading different genres. We investigate whether EFL learners adopt different metacognitive strategies while reading different genres of text, and if English reading proficiency levels are relevant factors. We ask 34 students to read three different genres, Argument, Description, and Explanation, and investigate their use of metacognitive strategies through a survey questionnaire. We take three strategies, Global Reading Strategies (GLOB), Problem-Solving Strategies (PROB), and Support Reading Strategies (SUP), which are subcategories of reading strategies from Metacognitive Reading Strategies Inventory (MARSI) suggested in Mokhtari and Reichard (2002). We find that there is no significant difference in the use of metacognitive strategies on reading the three different genres, but the participants more rely on PROB on reading all the three genres than GLOB and SUP. The results also indicate that overall, the participants at the higher level of English reading proficiency use more metacognitive strategies on reading the texts, and in particular, utilize PROB more than those at the low level.
참고문헌 (29)
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