Abstract
This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language (EFL/ESL). The author examines empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What factors relate to the college-level EFL/ESL learners’ use of reading strategies? (b) How do these factors relate to college-level EFL/ESL learners’ use of reading strategies? An initial review of the literature identifies four factors related to EFL/ESL learners’ reading strategy use: English proficiency, first language (L1) literacy experience, gender, and motivation. For reasons of space, this article only reports and discusses findings on the first two factors. (1) English proficiency: High-proficiency readers use more metacognitive, support, global, and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers. They also differ from low-proficiency readers in learning reading strategies. (2) L1 literacy experience: EFL/ESL readers’ L1 linguistic features and L1 reading experience shape their strategy use when they read English.
About the author
Jia LIN is Teaching Assistant Professor in Chinese at the University of North Carolina-Chapel Hill, USA. Her research interests are language testing and assessment, foreign language pedagogy, and quantitative research methodology.
References
Abbott, M. L. (2006). ESL reading strategies: Differences in Arabic and Mandarin speaker test performance. Language Learning 56(4), 633-670.10.1111/j.1467-9922.2006.00391.xSearch in Google Scholar
Abu-Rabia, S. (1997). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers. Reading and Writing: An Interdisciplinary Journal 9, 65-78.10.1023/A:1007962408827Search in Google Scholar
Afflerbach, P., Pearson, P., & Paris S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher 61(5), 364-37310.1598/RT.61.5.1Search in Google Scholar
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 353-394). New York: Longman.Search in Google Scholar
Bang, H. J., & Zhao, C.G. (2007). Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix 7(1), 30-50.Search in Google Scholar
Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly 20, 463-494.10.2307/3586295Search in Google Scholar
Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly 19, 727-752.10.2307/3586673Search in Google Scholar
Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal 73, 121-134.10.1111/j.1540-4781.1989.tb02534.xSearch in Google Scholar
Carrell, P. L. (1998). Can reading strategies be successfully taught?. Australian Review of Applied Linguistics 21(1), 1-20.10.1075/aral.21.1.01carSearch in Google Scholar
Cohen, A. D., Weaver, S. J., & Li, T. Y. (1995). The impact of strategies-based instruction on speaking a foreign language Retrieved from http://www.carla.umn.edu/about/profiles/CohenPapers/SBIimpact.pdfSearch in Google Scholar
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.) The Nature of Intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.Search in Google Scholar
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds) Metacognition, motivation and understanding (pp. 21-29) Hillsdale, NJ: Erlbaum.Search in Google Scholar
Flavell, J. H. (1992). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. In T. O. Nelson (Ed.) Metacognition: Core readings (pp. 3-8) Boston, MA: Allyn and Bacon.Search in Google Scholar
Fotovatian, S., & Shokrpour, N. (2007). Comparison of the efficiency of reading comprehension strategies on Iranian university students’ comprehension. Journal of College Reading and Learning 37(2), 47-63.10.1080/10790195.2007.10850197Search in Google Scholar
Hacker, D. H. (1998). Definitions and empirical foundations. In D. H. Hacker, J. Dunlosky, & A. C. Graesser (Eds), Metacognition in educational theory and practice (pp. 15-38). Mahwah, NJ: Erlbaum.10.4324/9781410602350-8Search in Google Scholar
Han, Z., & Anderson, N. J. (2009). Second language reading research and instruction: Crossing the boundaries Ann Arbor: University of Michigan Press.10.3998/mpub.339190Search in Google Scholar
He, T. H. (2008). Reading for different goals: The interplay of EFL college students’ multiple goals, reading strategy use and reading comprehension. Journal of Research in Reading 31(2), 224-242.10.1111/j.1467-9817.2007.00355.xSearch in Google Scholar
Hong-Nam, K., & Page, L. (2014). Investigating metacognitive awareness and reading strategy use of EFL Korean university students. Reading Psychology 35(3), 195-220.10.1080/02702711.2012.675418Search in Google Scholar
Ikeda, M., & Takeuchi, O. (2006). Clarifying the differences in learning EFL reading strategies: An analysis of portfolios. System, 34(3) 384-398.10.1016/j.system.2006.04.007Search in Google Scholar
Janzen, J. 2002. Teaching strategic reading. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice pp. 287-294. Cambridge: Cambridge University Press.10.1017/CBO9780511667190.040Search in Google Scholar
Karbalaei, A. (2010). A comparison of the metacognitive reading strategies used by EFL and ESL readers. The Reading Matrix 10(2), 165-180Search in Google Scholar
Karimi, M. N. (2015). EFL learners’ multiple documents literacy: Effects of a strategy‐directed intervention program. The Modern Language Journal 99(1), 40-56.10.1111/modl.12192Search in Google Scholar
Koda, K. (1998). The role of phonemic awareness in second language reading. Second Language Research 14(2), 194-215.10.1191/026765898676398460Search in Google Scholar
Koda, K. (2005). Insights into second language reading: A cross-linguistic approach Cambridge: Cambridge University Press.10.1017/CBO9781139524841Search in Google Scholar
Kung, S. S. (2007). A study of the relationship between reading comprehension and the use of reading strategies among EFL college students in Taiwan (Doctoral dissertation). Available from ProQuest Dissertations and Theses database.Search in Google Scholar
Lai, S. F., Li, C. H., & Amster, R. (2013). Strategically smart or proficiency-driven? An investigation of reading strategy use of EFL college students in relation to language proficiency. Contemporary Issues in Education Research 6(1), 85-92.10.19030/cier.v6i1.7606Search in Google Scholar
Lee-Thompson, L. (2008). An investigation of reading strategies applied by American learners of Chinese as a foreign language. Foreign Language Annals 41(4), 702-720.10.1111/j.1944-9720.2008.tb03326.xSearch in Google Scholar
Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal 12(2), 144-162.Search in Google Scholar
Lin, J. (2008). The effects of strategies-based instruction on advanced CFL learners’ reading comprehension and strategy use (Unpublished master’s thesis). University of Iowa.Search in Google Scholar
Macaro, E., & Erler, L. (2008). Raising the achievement of young-beginner readers of French through strategy instruction. Applied Linguistics 29(1), 90-119.10.1093/applin/amm023Search in Google Scholar
Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System 37(4), 640-651.10.1016/j.system.2009.09.008Search in Google Scholar
Meniado, J. C. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. English Language Teaching 9(3), 117-129.10.5539/elt.v9n3p117Search in Google Scholar
Mokhtari, K. (1998-2000). Metacognitive awareness of reading strategies inventory (MARSI) (Unpublished instrument). Oklahoma State University, Stillwater, OK.Search in Google Scholar
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Development Education 25, 2-10.Search in Google Scholar
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition New York: Cambridge University Press.10.1017/CBO9781139524490Search in Google Scholar
Oxford, R. (1990). Language learning strategies: What every teacher should know New York: Newbury House Publishers.Search in Google Scholar
Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing 20(1), 26-56.10.1191/0265532203lt243oaSearch in Google Scholar
Poole, A. (2005a). Gender differences in reading strategy use among ESL college students. Journal of College Reading and Learning 36(1), 7-20.10.1080/10790195.2005.10850177Search in Google Scholar
Poole, A. (2005b). Gender and academic reading strategies: A survey of adult EFL learners in China. Hong Kong Journal of Applied Linguistics 10(2), 38-51.Search in Google Scholar
Poole, A. (2009). The reading strategies used by male and female Colombian university students. Profile Issues in Teachers Professional Development (11), 29-40.Search in Google Scholar
Raymond, P. M. (1993). The effects of structure strategy training on the recall of expository prose for university students reading French as a second language. Modern Language Journal 77, 445-458.10.1111/j.1540-4781.1993.tb01992.xSearch in Google Scholar
Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFLJournal 12(2), 18-42.Search in Google Scholar
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System 29(4), 431-449.10.1016/S0346-251X(01)00039-2Search in Google Scholar
Taylor, I. (1980). The Korean writing system: An alphabet? A syllabary? A logography? In P. Kolers (Ed.) Processing of visible language (pp. 67-82). New York: Springer.10.1007/978-1-4684-1068-6_5Search in Google Scholar
Tercanlioglu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: Links to success. International Education Journal 5(4), 562-570.Search in Google Scholar
Tsai, Y. R., Ernst, C., & Talley, P. C. (2010). L1 and L2 strategy use in reading comprehension of Chinese EFL readers. Reading Psychology 31(1), 1-29.10.1080/02702710802412081Search in Google Scholar
Wenden, A. (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners Cambridge: Prentice Hall.Search in Google Scholar
Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness 10(4), 268-288.10.1080/09658410108667039Search in Google Scholar
Zhou, X., & Zhao, Y. (2014). A comparative study of reading strategies used by Chinese English majors. English Language Teaching 7(3), 13-18.10.5539/elt.v7n3p13Search in Google Scholar
© 2019 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy