Literaturnachweis - Detailanzeige
| Autor/in | Barrot, Jessie S. |
|---|---|
| Titel | ESL Learners' Use of Reading Strategies across Different Text Types |
| Quelle | In: Asia-Pacific Education Researcher, 25 (2016) 5-6, S.883-892 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0119-5646 |
| DOI | 10.1007/s40299-016-0313-2 |
| Schlagwörter | English (Second Language); Second Language Learning; Reading Strategies; Reading Materials; Metacognition; Statistical Analysis; Reading Skills; Student Surveys |
| 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. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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