This paper reports a study that investigated university students’ awareness of their reading strategy use when they read Arabic academic texts. One hundred and twenty-two undergraduate L2 Arabic students mostly from Africa and Asia completed a 30-item survey of reading strategies. Results indicated that these students perceived problem-solving reading strategies to be more useful than global and support strategies. Moreover, a statistically significant relationship was found between participants’ self- rated Arabic reading ability and their overall strategy use (r = 0.233), problem-solving strategies (r = 0.236), and global strategies (r = 0.239). Finally, it was found that African background students reported more global strategy use than Asian background students, and junior and senior students reported consistently higher strategy use in all the three strategy categories compared to the first and second year students. Findings are discussed in light of the reading strategy knowledge base as well as the theoretical and practical implications.
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Previous issue date: 2012-10
endingpage:
255
identifier.doi:
10125/66857
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66857
number:
2
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rfl.topic:
The Reading Process
site_url:
/rfl/item/265
startingpage:
231
subject:
reading strategies metacognitive awareness of reading strategies Arabic as a second language reading in Arabic Arabic reading strategies
title:
Metacognitive awareness of reading strategy use in Arabic as a second language
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