EFL Reading Comprehension, Individual Differences and Text Difficulty

Autor/inn/en	Bilikozen, Neslihan; Akyel, Ayse
Titel	EFL Reading Comprehension, Individual Differences and Text Difficulty
Quelle	In: Reading Matrix: An International Online Journal, 14 (2014) 2, S.263-296 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Individual Differences; Reading Motivation; Prior Learning; Second Language Learning; Language Proficiency; Reading Comprehension; Foreign Countries; English (Second Language); English for Academic Purposes; Multiple Regression Analysis; Questionnaires; Recall (Psychology); College Students; Difficulty Level; Gender Differences; Metacognition; Student Attitudes; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Individueller Unterschied; Lesemotivation; Vorkenntnisse; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Leseverstehen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Abberufung; Collegestudent; Schwierigkeitsgrad; Geschlechterkonflikt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten
Abstract	This study explores the relative contribution to EFL reading comprehension of the following individual-difference variables: prior knowledge, topic interest, linguistic proficiency, gender, reading motivation, and metacognitive awareness. It also investigates the relationship between the aforementioned individual differences and the role of text difficulty in EFL reading comprehension. The participants of the study are 66 Turkish students studying English for academic purposes at a state university in Turkey. The participants' level of reading comprehension was assessed through reading recall protocols. The data, which have been collected through several tests and questionnaires, are analyzed using hierarchical multiple regression procedures. Results indicate that linguistic proficiency, reading motivation and prior knowledge, in order of significance, account for 54% of the variability in the reading comprehension of the participants. Furthermore, text difficulty is found to have an influence on the contribution to L2 reading comprehension of the selected individual-difference variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10