Reassessing Reading Strategies in the Engineering Classroom

References

• Afflerbach, P., Pearson, P. D., & 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
   Web of Science ®Google Scholar
• Anderson, N. J. (2003). Teaching reading. In D. Nunan (Ed.), Practical english language teaching (pp. 67–86). New York: McGraw Hill.
   Google Scholar
• Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462–473. doi:10.1016/j.system.2013.12.020
   Web of Science ®Google Scholar
• Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349–365. doi:10.1016/S0346-251X(03)00047-2
   Google Scholar
• Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York: Cambridge University Press.
   Google Scholar
• Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. New York: Routledge.
   Google Scholar
• Griffiths, C. (2020). Language learning strategies: Is the baby still in the bathwater? Applied Linguistics, 41(4), 607–611. doi:10.1093/applin/amy024
   Web of Science ®Google Scholar
• Hirano, E. (2015). ‘I read, I don’t understand’: Refugees coping with academic reading. ELT Journal, 69(2), 178–187. doi:10.1093/elt/ccu068
   Web of Science ®Google Scholar
• Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press.
   Google Scholar
• Hyland, K., & Jiang, F. K. (2021). Delivering relevance: The emergence of ESP as a discipline. English for Specific Purposes, 64, 13–25
   Web of Science ®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.
   Google Scholar
• Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System, 37(4), 640–651. doi:10.1016/j.system.2009.09.008
   Web of Science ®Google Scholar
• McGrath, L., Berggren, J., & Mezek, S. (2016). Reading EAP: Investigating high proficiency L2 university students’ strategy use through reading blogs. Journal of English for Academic Purposes, 22, 152–164. doi:10.1016/j.jeap.2016.03.003
   Web of Science ®Google Scholar
• Mežek, Š., McGrath, L., Negretti, R., & Berggren, J. (2022). Scaffolding L2 academic reading and self‐regulation through task and feedback. TESOL Quarterly, 56(1), 41–67. doi:10.1002/tesq.3018
   Web of Science ®Google Scholar
• Newton, J. M., Ferris, D. R., Goh, C. C., Grabe, W., Stoller, F. L., & Vandergrift, L. (2018). Teaching English to second language learners in academic contexts: Reading, writing, listening, and speaking. New York: Routledge.
   Google Scholar
• Park, J. (2016). Integrating reading and writing through extensive reading. ELT Journal, 70(3), 287–295. doi:10.1093/elt/ccv049
   Web of Science ®Google Scholar
• Paris, S. G., Wasik, B., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609–640). New Jersey: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Pawlak, M. (2021). Investigating language learning strategies: Prospects, pitfalls and challenges. Language Teaching Research, 25(5), 817–835. doi:10.1177/1362168819876156
   Web of Science ®Google Scholar
• Pritchard, R. M., & Nasr, A. (2004). Improving reading performance among Egyptian engineering students: Principles and practice. English for Specific Purposes, 23(4), 425–445. doi:10.1016/j.esp.2004.01.002
   Web of Science ®Google Scholar
• Renandya, W. A., & Jacobs, G. M. (2002). Extensive reading: Why aren’t we all doing it?. In J. C. Richards, & W. A. Renandya, (Ed.), Methodology in language teaching: An anthology of current practice (pp. 295–302 Cambridge: Cambridge University Press.
   Google Scholar
• Ruiz de Zarobe, Y., & Zenotz, L. (2018). Learning strategies in CLIL classrooms: How does strategy instruction affect reading competence over time? International Journal of Bilingual Education and Bilingualism, 21(3), 319–331. doi:10.1080/13670050.2017.1391745
   Web of Science ®Google Scholar
• Spector-Cohen, E., Kirschner, M., & Wexler, C. (2001). Designing EAP reading courses at the university level. English for Specific Purposes, 20(4), 367–386. doi:10.1016/S0889-4906(00)00019-3
   Web of Science ®Google Scholar
• Thomas, N., & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248–257. doi:10.1002/tesq.473
   Web of Science ®Google Scholar
• Watkins, P. (2017). Teaching and developing reading skills: Cambridge handbooks for language teachers. New York: Cambridge University Press.
   Google Scholar
• Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320–353. doi:10.5054/tq.2010.223352
   Web of Science ®Google Scholar