230
Views
4
CrossRef citations to date
0
Altmetric
Research Article

Tertiary Level Saudi EFL Learners’ Reading Strategies in Relation to Gender and Proficiency

Pages 577-605 | Received 11 Jun 2020, Accepted 05 Jan 2021, Published online: 04 Mar 2021

References

  • Afflerbach, P., Pearson, P., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364–373. doi:10.1598/RT.61.5.1
  • Alhaisoni, E. (2012). Language learning strategy use of Saudi EFL students in an intensive English learning context. Asian Social Science, 8(13), 115–127. doi:10.5539/ass.v8n13p115
  • Alkhaleefah, T. (2017). Saudi EFL learners’ reported reading problems and strategic processing of text types: A think-aloud case study. Reading Psychology, 38(7), 687–730. doi:10.1080/02702711.2017.1336660
  • Al-Nujaidi, A. H. (2003). The relationship between vocabulary size, reading strategies, and reading comprehension of EFL learners in Saudi Arabia (Unpublished PhD thesis). Oklahoma State University, Stillwater, OK.
  • Al Roomy, M., & Alhawsawi, S. (2019). Understanding reading strategies of EFL Saudi students. English Language Teaching, 12(6), 33–44. doi:10.5539/elt.v12n6p33
  • Altalhab, S. (2019). The use of reading strategies amongst Saudi university EFL students. Journal of Education and Learning, 8(3), 234–241. doi:10.5539/jel.v8n3p234
  • Alyami, S. (2006). Word-solving strategies used By Saudi EFL majors in reading English texts. Exeter City, UK: Exeter University. Unpublished MED.
  • Asgarabadi, Y;Rouhi, A;Jafarigohar, M. (2015). Learner's gender, reading strategies, and reading performance in expository and argumentative macro-genres. Journal of Foreign Languages, Cultures and Civilizations, 3(2), 25–32.
  • Bernhardt, E., & Kamil, M. (1995). Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16(1), 15–34. doi:10.1093/applin/16.1.15
  • Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463–494. doi:10.2307/3586295
  • Boonkongsaen, N. (2014). The effects of gender, reading anxiety and language learning experience on Thai science-oriented students’ use of reading strategies. International Forum of Teaching and Studies, 10(1), 24–35.
  • Brantmeier, C. (2002). Second language reading strategy research at the secondary and university levels: Variations, disparities, and generalizability. The Reading Matrix, 2(3), 1–14.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.
  • Brown, J. D. & Th. S. Rogers. (2004). Introspection research: verbal protocols. In: Doing second language research (pp. 53–78). New York: Oxford University Press.
  • Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. doi:10.1093/applin/1.1.1
  • Carrell, P.L. (1988). Interactive approaches to second language reading. Cambridge, UK: Cambridge University Press.
  • Carrell, P. L. (1989). Metacognitive awareness and second language reading. The Modern Language Journal, 73(2), 121–134. doi:10.1111/j.1540-4781.1989.tb02534.x
  • Chen, K., & Chen, S. (2015). The use of EFL reading strategies among high school students in Taiwan. The Reading Matrix, 15(2), 156–166.
  • Cook, G. (1997). Key concepts in ELT: Schemas. ELT Journal, 51(1), 86–86. doi:10.1093/elt/51.1.86
  • Dearden, J. (2014). English as a medium of instruction – A growing global phenomeon. Oxford, UK: The British Council.
  • Denton, C. A., Wolters, C. A., York, M. J., Swanson, E., Kulesz, P. A., & Francis, D. J. (2015). Adolescents’ use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences, 37, 81–95. doi:10.1016/j.lindif.2014.11.016
  • Ericsson, K., & Simon, H. (1980). Verbal reports as data. Psychological Review, 87(3), 215–251. doi:10.1037/0033-295X.87.3.215
  • Fitrisia, D., Kok, E. T., & Yusuf, Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students' performance in reading comprehension. The Asia Pacific Journal of Educators and Education, 30(1), 1–16.
  • Goodman, K. (1982). Language and literacy. Boston, MA: Routledge & Kegan Paul.
  • Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375–397. doi:10.2307/3586977
  • Gu, Y. (2002). Gender, academic major, and vocabulary learning strategies of Chinese EFL learners. RELC Journal, 33(1), 35–54. doi:10.1177/003368820203300102
  • Guo, Y., & Roehrig, A. (2011). Roles of general versus second language (L2) knowledge in L2 reading comprehension. Reading in a Foreign Language, 23(1), 42–64.
  • Güss, C. D. (2018). What is going through your mind? Thinking aloud as a method in cross-cultural psychology. Frontiers in Psychology, 2018(9), 1292. doi:10.3389/fpsyg.2018.01292
  • Holm, A., & Dodd, B. (1996). The effect of first written language on the acquisition of English literacy. Cognition, 59(2), 119–147. doi:10.1016/0010-0277(95)00691-5
  • Laufer, B., & Ravenhorst-Kalovski, G. (2010). Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension. Reading in a Foreign Language, 22(1), 15–30.
  • Lee, M.-L. (2012). A study of the selection of reading strategies among genders by EFL college students. Procedia - Social and Behavioral Sciences, 64, 310–319. doi:10.1016/j.sbspro.2012.11.037
  • Lee, K.R. & Oxford, Rebecca. (2008). Understanding EFL learners’ strategy use and strategy awareness. The Asian EFL Journal, 10, 7–32.
  • Lyn, S & Scanlon, J. (2016). Q Skills for Success: Level 3: Reading & Writing Student Book, 2nd edition. Oxford, United Kingdom.
  • Masrai, A., & Milton, J. (2012). The vocabulary knowledge of university students in Saudi Arabia. TESOL Arabia Perspectives, 19(3), 13–20.
  • Mushait, S. A. (2003). The relationship of L1 reading and L2 language proficiency with the L2 reading comprehension and strategies of Saudi L2 university students (Unpublished PhD thesis). University of Essex, Colchester, UK.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, UK: Cambridge University Press.
  • Oxford, R., Cho, Y., Leung, S., & Kim, H. (2004). Effect of the presence and difficulty of task on strategy use: An exploratory study. IRAL - International Review of Applied Linguistics in Language Teaching, 42(1), 1–47. doi:10.1515/iral.2004.001
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.
  • Peart, S. M. (2017). L2 reading: Strategies and gender preferences in the foreign language classroom. Lenguaje y Textos, 45(45), 17–27. doi:10.4995/lyt.2017.7437
  • 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. doi:10.1191/0265532203lt243oa
  • Poole, A. (2005). Gender differences in reading strategy use among ESL college students. Journal of College Reading and Learning, 36(1), 7–20. doi:10.1080/10790195.2005.10850177
  • Poole, A. (2009). The reading strategies used by male and female Colombian university students. Profile: Issues in Teachers’ Professional Development, 11(1), 29–40.
  • Prichard, C. (2014). Reading strategy use of low- and high-proficiency learners and the effect of reading instruction. Bulletin of Higher Education Okayama University, 10, 115–122.
  • Rao, J., Gu, P. Y., Zhang, L. J., & Hu, G. (2007). Reading strategies and approaches to learning of bilingual primary school pupils. Language Awareness, 16(4), 243–262. doi:10.2167/la423.0
  • Rauss, K., & Pourtois, G. (2013). What is bottom-up and what is top-down in predictive coding? Front Psychol, 4, 276 doi:10.3389/fpsyg.2013.00276
  • Rayner, K., & Reichle, E. D. (2010). Models of the reading process. Cognitive Science, 1(6), 787–799.
  • Sheorey, R., and Mokhtari, K. 2001, Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, vol. 29,431–449.
  • Stanovich, K. E. (1986). Cognitive processes and the reading problems of learning disabled children: Evaluating the assumption of specificity. In J. Torgesen & B. Wong (Eds.), Psychological and educational perspectives on learning disabilities (pp. 87–131). New York: Academic Press.
  • Taki, S., & Soleimani, H. (2012). Online reading strategy use and gender differences: The case of Iranian EFL learners. Mediterranean Journal of Social Sciences, 3, 173–184.
  • Young, D., & Oxford, R. (1997). A Gender-related analysis of strategies used to process written input in the native language and a foreign language. Applied Language Learning, 8(1), 43–73.
  • Zhang, W. (2005). An investigation of the effects of listening programmes on lower secondary students’ listening comprehension in PRC (Unpublished MA dissertation). SEAMEO Regional Language Centre, Singapore.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.