INFLUENCE OF READING STRATEGY USE ON UNIVERSITY STUDENTS’ SECOND LANGUAGE READING PERFORMANCE
Main Article Content
Abstract
Findings about the role of reading strategy use in second language (L2) reading have been inconclusive. This study, therefore, examined the reading strategies that distinguish high- and low-performing L2 readers. For this purpose, 32 Vietnamese ESL university students completed a fourteen-item TOEFL reading test and a survey of reading strategies consisting of 30 items measuring L2 learners' use of global, problem-solving and support strategies. The results of independent samples t-tests revealed no significant differences in their overall use of three strategy categories between high- and low-performing L2 readers, but the two groups showed significant differences in their use of three global strategies and one problem-solving strategy. These findings suggested that certain reading strategies could contribute to proficient reading in a L2.
Article Details
Keywords
second language reading, reading strategies, reading performance
References
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Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. Cambridge University Press.
Alvermann, D., & Earle, J. (2003). Comprehension instruction. In A. P. Sweet & C. Snow (Eds.), Rethinking reading comprehension (pp. 12-30). Guilford Press.
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal, 75(4), 460–472. https://doi.org/10.2307/329495
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of Reading Research (pp. 353–394). Longman.
Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72(2), 150–162. https://doi.org/https://doi.org/10.1111/j.1540-4781.1988.tb04177.x
Cantrell, S. C., & Carter, J. C. (2009). Relationships among learner characteristics and adolescents’ perceptions about reading strategy use. Reading Psychology, 30(3), 195-224. https://doi.org/10.1080/02702710802275397
Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121–134. https://doi.org/10.2307/326568
Chumworatayee, T. (2017). The effect of reading strategy instruction on Thai EFL adult learners’ reading strategy awareness. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 135–148.
Cohen, A. (1990). Language learning: Insights for learner, teachers, and researchers. Heinle & Heinle Publishers.
Cohen, J. (1988). Statistical power analysis for the behavior sciences. Lawrence Erlbaum.
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. Routledge.
Do, H. M., & Le, H. T. P. (2021). Metacognitive awareness of reading strategies on second language Vietnamese undergraduates. Arab World English Journal, 12(1), 90–112. https://doi.org/10.24093/awej/vol12no1.7
Flesch, R. (1948). A new readability yardstick. Journal of Applied Psychology, 32(3), 221–233. https://doi.org/10.1037/h0057532
Garner, R. (1980). Monitoring of understanding: An investigation of good and poor readers awareness of induced miscomprehension of text. Journal of Literacy Research, 12(1), 55–63. https://doi.org/10.1080/10862968009547352
Garner, R. (1987). Metacognition and reading comprehension. Ablex Publishing.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye: The relationship between speech and reading (pp. 291–320). Massachusetts Inst. of Technology Press.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375. https://doi.org/10.2307/3586977
Grabe, W. (2012). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Hudson, T. (2007). Teaching second language reading: A guide to teaching reading skills for teachers of English as a foreign language. Oxford University Press.
Ilustre, C. P. (2011). Beliefs about reading, metacognitive reading strategies and text comprehension among college students in a private university. Philippines ESL Journal, 7, 28–49.
Jafari, S. M., & Shokrpour, N. (2012). The reading strategies used by Iranian ESP students to comprehend authentic expository texts in English. International Journal of Applied Linguistics and English Literature, 1(4), 102–113. https://doi.org/10.7575/ijalel.v.1n.4p.102
Johnston, T., & Kirby, J. R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 19(4), 339-361.
Kamran, K. S. (2012). Does reading strategy use predict and correlate with reading achievement of EFL learners? International Journal of Research Studies in Language Learning, 2(1), 29–38. https://doi.org/10.5861/ijrsll.2012.118
Kincaid, J. P., Fishburne, R. P., Rogers, R. L., & Chissom, B. S. (1975). Derivation of new readability formulas (Automated Readability Index, Fog Count, and Flesch Reading Ease formula) for Navy enlisted personnel. Research Branch Report. Memphis, TN.
Kindler, A. (2002). Survey of the states’ limited English proficient students and available educational programs and services: 2000-2001 summary report. National Clearinghouse for English Language Acquisition.
Macaruso, P., & Shankweiler, D. (2010). Expanding the simple view of reading in accounting for reading skills in community college students. Reading Psychology, 31(5), 454-471.
Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131–140. https://doi.org/10.5539/elt.v5n12p131
Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System, 37(4), 640–651. https://doi.org/10.1016/j.system.2009.09.008
Mokhtari, K., & Reichard, C. (2004). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System, 32(3), 379–394. https://doi.org/10.1016/j.system.2004.04.005
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education.
Mikulecky, B. S. (2008). Teaching reading in a second language. Pearson Education.
Okyar, H. (2021). Turkish EFL learners’ reading strategy use and its relation to reading self-efficacy and gender. The Reading Matrix: An International Online Journal, 21(1), 116–130. https://www.readingmatrix.com/files/24-6jory9o4.pdf
Ouellettee, G., & Beers, A. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing: An Interdisciplinary Journal, 23(2), 189-208.
Poole, A. (2005). Gender differences in reading strategy use among ESL college students. Journal of College Reading and Learning, 36(1), 7–21.
Poole, A. (2010). The reading strategies used by male and female English language learners: A study of Colombian high school students. New England Reading Association Journal, 46(1), 55–63.
Razi, O., & Grenfell, M. J. (2012). The impact of linguistic knowledge on learner strategy deployment. Procedia - Social and Behavioral Sciences, 47, 818–822. https://doi.org/10.1016/j.sbspro.2012.06.741
Rumelhart, D. E. (1985). Toward an interactive model of reading. In H. Singer & R. B. Ruddell (Eds.), Theoretical Models and Processes of Reading (3rd ed., pp. 722–750). International Reading Association.
Sheorey, R., & Baboczky, S. E. (2008). Metacognitive awareness of reading strategies among Hungarian college students. In K. Mokhtari & R. Sheorey (Eds.), Reading strategies of first- and second- language learners: See how they read (pp. 161–173). Christopher-Gordon.
Sheorey, R., Kamimura, Y., & Freiermuth, M. R. (2008). Reading strategies of the users of English as a library language: The case of Japanese ESP students. In K. Mokhtari & R. Sheorey (Eds.), Reading strategies of first- and second- language learners: See how they read (pp. 175–184). Christopher-Gordon.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. https://doi.org/10.1016/S0346-251X(01)00039-2
Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning to read. Lawrence Erlbaum. https://doi.org/10.4324/9781410610058
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32–71. https://doi.org/10.2307/747348
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, Article 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Yüksel, I., & Yüksel, I. (2012). Metacognitive awareness of academic reading strategies. Procedia - Social and Behavioral Sciences, 31(2011), 894–898. https://doi.org/10.1016/j.sbspro.2011.12.164
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268–288. https://doi.org/10.1080/09658410108667039
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading strategy use. Reading in a Foreign Language, 21(1), 37–59.
Aebersold, J. A., & Field, M. L. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. Cambridge University Press.
Alvermann, D., & Earle, J. (2003). Comprehension instruction. In A. P. Sweet & C. Snow (Eds.), Rethinking reading comprehension (pp. 12-30). Guilford Press.
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal, 75(4), 460–472. https://doi.org/10.2307/329495
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of Reading Research (pp. 353–394). Longman.
Barnett, M. A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72(2), 150–162. https://doi.org/https://doi.org/10.1111/j.1540-4781.1988.tb04177.x
Cantrell, S. C., & Carter, J. C. (2009). Relationships among learner characteristics and adolescents’ perceptions about reading strategy use. Reading Psychology, 30(3), 195-224. https://doi.org/10.1080/02702710802275397
Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121–134. https://doi.org/10.2307/326568
Chumworatayee, T. (2017). The effect of reading strategy instruction on Thai EFL adult learners’ reading strategy awareness. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 135–148.
Cohen, A. (1990). Language learning: Insights for learner, teachers, and researchers. Heinle & Heinle Publishers.
Cohen, J. (1988). Statistical power analysis for the behavior sciences. Lawrence Erlbaum.
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and meta-analysis. Routledge.
Do, H. M., & Le, H. T. P. (2021). Metacognitive awareness of reading strategies on second language Vietnamese undergraduates. Arab World English Journal, 12(1), 90–112. https://doi.org/10.24093/awej/vol12no1.7
Flesch, R. (1948). A new readability yardstick. Journal of Applied Psychology, 32(3), 221–233. https://doi.org/10.1037/h0057532
Garner, R. (1980). Monitoring of understanding: An investigation of good and poor readers awareness of induced miscomprehension of text. Journal of Literacy Research, 12(1), 55–63. https://doi.org/10.1080/10862968009547352
Garner, R. (1987). Metacognition and reading comprehension. Ablex Publishing.
Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6(4), 126–135. https://doi.org/10.1080/19388076709556976
Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye: The relationship between speech and reading (pp. 291–320). Massachusetts Inst. of Technology Press.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375. https://doi.org/10.2307/3586977
Grabe, W. (2012). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Hudson, T. (2007). Teaching second language reading: A guide to teaching reading skills for teachers of English as a foreign language. Oxford University Press.
Ilustre, C. P. (2011). Beliefs about reading, metacognitive reading strategies and text comprehension among college students in a private university. Philippines ESL Journal, 7, 28–49.
Jafari, S. M., & Shokrpour, N. (2012). The reading strategies used by Iranian ESP students to comprehend authentic expository texts in English. International Journal of Applied Linguistics and English Literature, 1(4), 102–113. https://doi.org/10.7575/ijalel.v.1n.4p.102
Johnston, T., & Kirby, J. R. (2006). The contribution of naming speed to the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 19(4), 339-361.
Kamran, K. S. (2012). Does reading strategy use predict and correlate with reading achievement of EFL learners? International Journal of Research Studies in Language Learning, 2(1), 29–38. https://doi.org/10.5861/ijrsll.2012.118
Kincaid, J. P., Fishburne, R. P., Rogers, R. L., & Chissom, B. S. (1975). Derivation of new readability formulas (Automated Readability Index, Fog Count, and Flesch Reading Ease formula) for Navy enlisted personnel. Research Branch Report. Memphis, TN.
Kindler, A. (2002). Survey of the states’ limited English proficient students and available educational programs and services: 2000-2001 summary report. National Clearinghouse for English Language Acquisition.
Macaruso, P., & Shankweiler, D. (2010). Expanding the simple view of reading in accounting for reading skills in community college students. Reading Psychology, 31(5), 454-471.
Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131–140. https://doi.org/10.5539/elt.v5n12p131
Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System, 37(4), 640–651. https://doi.org/10.1016/j.system.2009.09.008
Mokhtari, K., & Reichard, C. (2004). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System, 32(3), 379–394. https://doi.org/10.1016/j.system.2004.04.005
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education.
Mikulecky, B. S. (2008). Teaching reading in a second language. Pearson Education.
Okyar, H. (2021). Turkish EFL learners’ reading strategy use and its relation to reading self-efficacy and gender. The Reading Matrix: An International Online Journal, 21(1), 116–130. https://www.readingmatrix.com/files/24-6jory9o4.pdf
Ouellettee, G., & Beers, A. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing: An Interdisciplinary Journal, 23(2), 189-208.
Poole, A. (2005). Gender differences in reading strategy use among ESL college students. Journal of College Reading and Learning, 36(1), 7–21.
Poole, A. (2010). The reading strategies used by male and female English language learners: A study of Colombian high school students. New England Reading Association Journal, 46(1), 55–63.
Razi, O., & Grenfell, M. J. (2012). The impact of linguistic knowledge on learner strategy deployment. Procedia - Social and Behavioral Sciences, 47, 818–822. https://doi.org/10.1016/j.sbspro.2012.06.741
Rumelhart, D. E. (1985). Toward an interactive model of reading. In H. Singer & R. B. Ruddell (Eds.), Theoretical Models and Processes of Reading (3rd ed., pp. 722–750). International Reading Association.
Sheorey, R., & Baboczky, S. E. (2008). Metacognitive awareness of reading strategies among Hungarian college students. In K. Mokhtari & R. Sheorey (Eds.), Reading strategies of first- and second- language learners: See how they read (pp. 161–173). Christopher-Gordon.
Sheorey, R., Kamimura, Y., & Freiermuth, M. R. (2008). Reading strategies of the users of English as a library language: The case of Japanese ESP students. In K. Mokhtari & R. Sheorey (Eds.), Reading strategies of first- and second- language learners: See how they read (pp. 175–184). Christopher-Gordon.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449. https://doi.org/10.1016/S0346-251X(01)00039-2
Smith, F. (2004). Understanding reading: A psycholinguistic analysis of reading and learning to read. Lawrence Erlbaum. https://doi.org/10.4324/9781410610058
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16(1), 32–71. https://doi.org/10.2307/747348
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, Article 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Yüksel, I., & Yüksel, I. (2012). Metacognitive awareness of academic reading strategies. Procedia - Social and Behavioral Sciences, 31(2011), 894–898. https://doi.org/10.1016/j.sbspro.2011.12.164
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268–288. https://doi.org/10.1080/09658410108667039
Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading strategy use. Reading in a Foreign Language, 21(1), 37–59.