English as Second Language: Students' Awareness of Learning Strategies Used in Reading Comprehension

Autor/inn/en	Hussain, Irshad; Javed, Muhammad; Munshi, Parveen
Titel	English as Second Language: Students' Awareness of Learning Strategies Used in Reading Comprehension
Quelle	In: Journal on English Language Teaching, 5 (2015) 1, S.11-18 (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Foreign Countries; English (Second Language); Reading Strategies; Adult Students; Second Language Learning; College Students; Questionnaires; Statistical Analysis; Reading Comprehension; Second Language Instruction; Reading Rate; Measures (Individuals); Likert Scales; Laptop Computers; Visual Aids; Guessing (Tests); Malaysia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Reading strategy; Leselernstufe; Lesetechnik; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Zweitsprachenerwerb; Collegestudent; Fragebogen; Statistische Analyse; Leseverstehen; Fremdsprachenunterricht; Reading readiness; Reading speed; Lesegeschwindigkeit; Messdaten; Likert-Skala; Laptop computer; Laptop; Computer; Digitalrechner; Anschauungsmaterial; Erraten
Abstract	This study investigated the reading strategies used by adult learners' to read materials in English language for their studies. The population of the study consisted of students of Universiti Sains Malaysia. A sample of 80 (40 Postgraduates and 40 Undergraduates) TESOL students enrolled in the University were selected randomly. The data were collected by administering a piloted questionnaire and analyzed through SPSS. The results of the study revealed that TESOL students used different strategies in reading textual materials. The main reading strategies appeared to be adjusting reading speed;focusing on typographical features; summarizing; re-reading the text; taking notes; reviewing the text; underlining or circling important information; using tables, figures, pictures and contextual clues, and guessing the meaning of unknown words and/ or phrases. The study further demonstrated that, in spite of using the mentioned reading strategies; the learners need to know how to use dictionaries, pauses, visualization and critical evaluation of the text. Based on the findings of the study, preparation of proper guidelines and their effective use by TESOL students, teachers and researchers to enhance reading comprehension were recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01