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Tertiary Level Saudi EFL Learners’ Reading Strategies in Relation to Gender and Proficiency
Reading Psychology Pub Date : 2021-03-04 , DOI: 10.1080/02702711.2021.1888350
Salah Alfarwan 1
Affiliation  

Abstract

This research addressed some current issues in L2 reading strategy research (the nature of any gender effect, and the use of multiple data gathering instruments) as well as an important problem at tertiary level in Saudi Arabia (low English reading proficiency). It examined which reading strategies were most widely reported by 120 Saudi EFL intensive English course students in a Saudi state university. Two different methods were used to collect data. First a 5-point Likert-scale questionnaire composed of 30 items, chosen based on a preliminary study, was administered to the students. Think-Aloud Protocols (TAP) were then elicited from 14 of the male students while they performed a reading rask. Reading strategies from both sources were analyzed over three phases – pre-reading, while-reading, and post-reading. The results of the TAP analysis revealed that 19 different strategies were used, mostly by more proficient readers. The students’ questionnaire responses showed that there were many significant differences based on student proficiency level, where more proficient students reported using more strategies than less proficient ones, especially top own ones, but few by gender, where females significantly outdid males in a few instances only. There was some evidence for an unanticipated reading purpose effect associated with the two instruments. The implication for contexts like that in Saudi Arabia is that more student training in carefully selected reading strategies is needed.



中文翻译:

与性别和熟练程度相关的高等教育沙特 EFL 学习者的阅读策略

摘要

这项研究解决了 L2 阅读策略研究中的一些当前问题(任何性别影响的性质,以及多种数据收集工具的使用)以及沙特阿拉伯高等教育的一个重要问题(英语阅读能力低)。它调查了沙特国立大学的 120 名沙特 EFL 强化英语课程学生最广泛报告的阅读策略。使用两种不同的方法来收集数据。首先,对学生进行了由 30 个项目组成的 5 点李克特量表问卷,这些问卷是根据初步研究选择的。然后从 14 名男学生中引出大声思考协议 (TAP),同时他们进行阅读。对两种来源的阅读策略进行了三个阶段的分析——预读、同时阅读读后。TAP 分析的结果显示,使用了 19 种不同的策略,主要是由更熟练的读者使用。学生的问卷回答表明,基于学生的熟练程度存在许多显着差异,熟练的学生报告使用的策略比不熟练的学生多,尤其是顶级自己的,但按性别划分的很少,在少数情况下,女性明显超过男性只要。有一些证据表明与这两种仪器相关的意外阅读目的效应。对于沙特阿拉伯这样的情况,这意味着需要对精心挑选的阅读策略进行更多的学生培训。

更新日期:2021-03-04
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