NDLI: ESL Learners’ Use of Reading Strategies Across Different Text Types

Content Provider	Springer Nature Link
Author	Barrot, Jessie S.
Copyright Year	2016
Abstract	The current study sought to provide information on whether ESL learners’ use of reading strategies is associated with the type of text they are reading. To address this objective, 21 ESL learners read 20 different texts of varying types and answered the Metacognitive Awareness of Reading Strategies Inventory by Mokhtari and Sheorey (J Educ Psychol 94(2):249–259, 2002) to measure their use of reading strategies. Using descriptive and inferential statistics, results showed that ESL learners generally applied a wide range of strategies consistently when reading different text types. These results were explained using a schema-theoretic view of reading. Findings further revealed that there was a significantly higher use of global reading strategies compared to the two other factors (i.e., problem-solving reading strategies and support reading strategies). Such a finding was attributed to the reading proficiency level of the learners. Theoretical and practical implications are discussed.
Starting Page	883
Ending Page	892
Page Count	10
File Format	PDF
ISSN	01195646
Journal	The Asia-Pacific Education Researcher
Volume Number	25
Issue Number	5-6
e-ISSN	22437908
Language	English
Publisher	Springer Singapore
Publisher Date	2016-09-22
Publisher Place	Singapore
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	ESL learners Sociology of Education Educational Policy and Politics Education Learning and Instruction International and Comparative Education Reading strategy ESL reading Literacy Text type
Content Type	Text
Resource Type	Article
Subject	Education

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