Volume 34, No. 2 Comparing reading strategy measures and L2 readers’ performance on different comprehension tasks

Comparing reading strategy measures and L2 readers’ performance on different comprehension tasks

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Nov. 22, 2022, 1:16 a.m.
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Nov. 22, 2022, 1:16 a.m.
bitstream:
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bitstream_extra:
None
bitstream_txt:
['https://scholarspace.manoa.hawaii.edu/bitstreams/13944c55-ba6a-4adf-983e-9bad58ff2c28/download']
collection:
Volume 34, No. 2
contributor.author:
Li, Yanjie Brantmeier, Cindy Gao, Yanming Hogrebe, Mark
date.accessioned:
2022-10-14T22:26:46Z
date.available:
2022-10-14T22:26:46Z
date.issued:
2022-10-15
description.abstract:
In second language (L2) reading strategy research, two concerns need addressing: (1) the discrepancy in assessing strategy use between written surveys and verbal reports, and (2) the effect of using strategies on readers’ comprehension outcomes when different types of comprehension tasks are utilized. The present study addressed these concerns by asking five more-proficient and five less-proficient Chinese English as a foreign language (EFL) university learners to read two domain-specific texts while assessing their strategy use. The results from both quantitative and qualitative analyses revealed a “gap” between the survey and verbal reports for assessing L2 reading strategy use. Additionally, the contribution of strategies to the readers’ comprehension was found to vary by comprehension task type. Similarly, the variety of strategy use had a strong association with the readers’ performance on only one of three types of comprehension tasks, free recall. The findings hold important implications on L2 reading strategy instruction.
endingpage:
305
identifier.citation:
Li, Y., Brantmeier, C., Gao, Y., & Hogrebe, M. (2022). Comparing reading strategy measures and L2 readers’ performance on different comprehension tasks. Reading in a Foreign Language, 34(2), 271–305. http://hdl.handle.net/10125/67426
identifier.issn:
1539-0578
identifier.uri:
https://hdl.handle.net/10125/67426
number:
2
publicationname:
Reading in a Foreign Language
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
site_url:
/rfl/item/558
startingpage:
271
subject:
L2 reading strategy think-aloud protocol different comprehension tasks domain-specific texts university-level Chinese EFL learners
title:
Comparing reading strategy measures and L2 readers’ performance on different comprehension tasks
type:
Article
type.dcmi:
Text
volume:
34