Exploring the Reading Strategies Used by Male and Female Students (original) (raw)
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Reading Strategy Use and Gender Differences among Undergraduate EFL/ESL Students
Spectrum: Journal of the Department of English, University of Dhaka, 2016
The paper reports on a study which investigated the use of reading strategies by undergraduate EFL/ESL students. The main objectives of the study were to identify the strategies that undergraduate learners most frequently use while reading academic texts and to examine any significant differences between male and female students' use of these reading strategies. This study was based on a questionnaire survey. The subjects in this study were 145 first year undergraduate English major students of a public university in Bangladesh. The results revealed students' more frequent use of cognitive strategies than metacognitive strategies. Of all types of reading strategies, students reported using the retrieval strategies most frequently while planning strategies least frequently. Independent-samples t test results indicated no significant differences between male and female students' use of reading strategies although females scored higher than males in overall reading strategy use.
EFL reading comprehension and reading strategies of different genders
2017
Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did n...
Cogent Education
Many previous studies have examined metacognitive strategy use among ESL students in offline reading settings, but very few have linked them to a gender context, especially among EFL students when reading online English texts. This research, therefore, explored gender differences in metacognitive strategy usage among Indonesian EFL students in relation to online reading abilities and English proficiency. It enlisted the participation of 426 female and 176 male students from the University of Borneo Tarakan. The data was collected using the OSORS (Online Survey of Reading Strategies), a self-rated online reading ability question, and an English proficiency test. An independent sample t-test, Pearson correlation, and simple and multiple linear regression were used to analyze the data. Significant gender differences were discovered in overall, problem-solving, and support strategy usage, despite the small effect size values, with the female students scoring better on average than the males. For self-assessed online reading ability and online English proficiency, no gender difference was identified. Among the less skilled readers, significant gender differences were identified in overall and support strategies, whereas among the skilled readers, no significant gender differences Agus Rianto ABOUT THE AUTHOR Agus Rianto is an Assistant Professor in the English Department and currently serves as Head of the Language Center at the University of Borneo Tarakan, Indonesia. He holds a PhD in Teaching English as a Second Language from Universiti Putra Malaysia. He has taught English in Malaysia and Indonesia. His research interests are related to TESL and TEFL, especially in language learning strategies. He has written some articles published in national and international indexed journals.
International Journal of Applied Linguistics and English Literature
Reading comprehension strategy instruction is a powerful tool in teaching context. The present study examines the effect of teaching three kinds of reading strategies on L2 learners' reading comprehension ability as well as identifying the gender role in this intervention. This quasi experimental study was carried out on 100 Iranian EFL students who were chosen on the basis of a convenient sampling procedure. These participants were divided into two groups of experimental and control. 50 students (experimental group) were taught to use three reading comprehension strategies while reading English texts over 16 sessions, whereas the other 50 students (control group) were taught reading comprehension traditionally. The results of the study revealed significant effect of reading strategies application on L2 learners' reading comprehension ability. It also showed that not only male learners employ reading strategies more than their female counterparts, but also male learners had higher reading comprehension performance in comparison to their female counterparts. Thus, it seems that training of reading strategy raised students' awareness towards these strategies and could encourage some learners to use them; which in turn could improve the students' reading comprehension skill.
The Reading Strategy Use Profile of EFL Learners
Language Teaching and Educational Research (LATER), 2021
The purpose of this study is to explore foreign language reading strategy use profile of the prep-school students at a Turkish university with reference to the proficiency levels, genders, and the majors of the participants. The participants were 186 Turkish students enrolled in various levels of intensive English courses at a prep-school in a Turkish university. The present study adopted a cross sectional quantitative research design and its data was gathered by means of a foreign language reading strategy questionnaire. The analysis of the findings indicated that focal participants of this study generally use global reading strategies (x̅ 4.52), problem-solving strategies (x̅ 3.67), and support strategies (x̅ 3.16) respectively. In terms of gender, and the majors of the participants, it was found that the difference is not significant in both variables. As for the proficiency levels of the participants, it was found that low proficient students use more reading strategies than the high proficient students do in general.
The Relationship between Reading Strategies and Reading Achievement of the EFL Students
International Journal of Instruction, 2020
The purpose of the study is to discover the relationship between the use of reading strategies and reading achievement among EFL students in Indonesia. It involves 56 EFL university students majoring in English by providing questionnaire of Survey of Reading Strategies (SORS) in order to know the use of reading strategies; and Reading Comprehension Test (RCT) to measure their reading achievement or reading ability. The reading strategies were classified into Global, Problem Solving, and Supporting strategies. Meanwhile, the RCT was 35 multiple choice test items. The findings of the study reveal that (1) the EFL students are active strategies users; they prefer problem-solving strategies more than global and supporting strategies; (2) there is a significant correlation between the overall reading strategy use and the students reading achievement; (3) the problem-solving strategies are the predictive factors of the students' reading achievement. In conclusion, the more the students apply the problem-solving strategies in reading activities, the better their ability to understanding the texts.
Mersin Universitesi Egitim Fakultesi Dergisi, 2013
This study investigated whether receiving cognitive and metacognitive reading strategy training explicitly would make a difference in the University preparatory class students' reading comprehension. From the instructors' aspect, the instructors' views about and approaches to teaching reading strategies were investigated and compared to each other. 83 students and 4 instructors participated to the mix-method study. Following the Solomon-four-group design the participants were divided into 2 research and 2 comparison groups. Data collection methods were pre-post reading comprehension test, CRSUS, MRSUS, TRSUS, selfevaluation checklists, interviews and classroom observations. The results of the study show that there is no significant difference in the reading comprehension of the comparison and research groups at the end of the term. For the instructors, the results indicate that the research group instructors had tendency to use more reading strategies. The paper concluded with implications and suggestions for the future research.
Language Learning Strategies Used By EFL Students In Reading Comprehension Widiyaningsih
Reading comprehension becomes very crucial for English language learners in Indonesia since national exam applied for graduation prerequirement. So, the study is investigated to find out the strategies most frequently used by successful and unsuccesful second year EFL learners in SMAN 1 Trimurjo, Center Lampung. The strategies consisted of metacognitive strategies, cognitive strategies, and social strategies. The method of this study is quantitative reasearch. The researcher has chosen one class of second year student of SMA Negeri 1 Trimurjo as the sample; that was from one class which consisted of 28 students. Research data was collected by using a reading comprehension test and language learning strategies questionnaire (LLSQ). The data were analyzed by Independent-sample T-Test at the significant level of 0.05 in which is approved if Sig. < α. The result shows that the most students used metacognitive strategies (3.12), and then followed by cognitive strategies (2.88) and social strategies (2.76). Based on the result of the research, it can be deduced that there is no significant difference among the three learning strategies that used by the students in reading achievement in terms of succesful and unsuccesful students. For further research, it could possibly discuss the results of a test conducted to investigate the strategy most frequently used based on gender variables, and motivation.
English reading strategies among EFL undergraduate student teachers at one public university in Jambi, 2014
This study aimed at analyzing the English reading strategies used by EFL undergraduate students at one of public university in Jambi, particularly the types and frequency of reading strategies that the students used. The participants of this study were students from one English study program at Faculty of Teacher Training and Education at one public university in Jambi. The study involved 95 students as participants consisting of 73 female students and 22 male students. This study used a quantitative design with a survey approach. This study also used questionnaire consisting of 23 items. Reading strategies (cognitive and metacognitive) were evaluated under three headings: pre-reading, while-reading, and post-reading. The results of this study indicated that the most strategies used by students in pre-reading, while-reading, and post-reading were cognitive reading strategies. Hence, the students in this study categorized as the cognitive reading strategy users. Furthermore, if the students were classified based on gender, the finding of this study showed that EFL undergraduate female students were categorized as a cognitive user. Meanwhile, male students were categorized as metacognitive strategies users.
Academic journal of Nawroz University, 2023
This paper aims at investigating the employment of reading strategies by EFL teachers in their EFL classes at the Departments of English, Universities of Duhok and Nawroz. In order achieve the aims of the study and answer its questions a 5-point Likert scale questionnaire adopted from Oxford et al, (2004) was given to 10 EFL teachers; 6 females and 4 males, from the departments of English at the colleges of Languages and Basic Education at University of Duhok and Nawroz university. The questionnaire consists of 40 reading items grouped into three categories of (pre-reading stage, while-reading stage, and after-reading stage) that cover all the possible reading strategies used in EFL classes. It has been found out that all teachers are well aware of the reading strategies. However, the Global Reading strategies are preferred over the Supportreading strategies and Problem-solving strategies by teachers. Moreover, the participant teachers believe that all reading strategies are important to be used in EFL reading classes. Finally, there were no statistically significant differences between the teachers regarding their use of the reading strategies as far as gender is concerned.