scholarly journals Academic Reading Strategies used by Leeds Metropolitan University Graduates: A Case Study

2016 ◽  
Vol 2 (2) ◽  
pp. 115 ◽  
Author(s):  
Samira Sohail
Keyword(s):  
Reading Strategies ◽  
Quantitative Data ◽  
Reading Skills ◽  
University Graduates ◽  
Reading Habits ◽  
Reading Improvement ◽  
Postgraduate Students ◽  
Academic Reading ◽  
Metropolitan University

Academic reading is different from other forms of reading because it is complex and discipline-specific. It involves a measured, challenging, and multifaceted process in which students are dynamically engaged with a range of reading strategies. Academic reading improvement is possible, provided students work on it and there are no short cuts or remedies which will cure the reading problems. Reading improvement is hard work and a difficult task, but it is rewarding as well. This study examined the selection and use of academic reading strategies used by the undergraduate and postgraduate students studying at Leeds Metropolitan University, Headingley Campus, Leeds. A quantitative data study was carried out to investigate three aspects of academic reading strategies: (a) efficiency, (b) interacting with texts, and (c) critical reading strategies. The results of this survey suggest that the participants on balance have proficient reading skills, but a significant number of participants have ineffective reading strategies and bad reading habits. Recommendations and suggestions have been put forward to improve academic reading strategies and for further research.

Understanding academic reading behavior of Arab postgraduate students

2017 ◽  
Vol 51 (3) ◽  
pp. 814-822 ◽  
Author(s):  
Ahmed Maher Khafaga Shehata
Keyword(s):  
Social Science ◽  
Reading Strategies ◽  
English Language ◽  
Arabic Language ◽  
English Text ◽  
Research Approach ◽  
Reading Behavior ◽  
Postgraduate Students ◽  
Academic Reading ◽  
Science Disciplines

The purpose of this paper is to report the findings of a study to investigate academic reading behavior among a group of Arab postgraduate students in social science disciplines. The paper also explores the difference between reading strategies used with Arabic and English text. The study deployed a qualitative research approach. A sample of 33 participants was interviewed to elucidate the reading behavior of the Arabic language speakers. The analysis of the interviews revealed that the participants use various reading strategies to familiarize themselves with the Arabic and the English scholarly content. The data showed that there is a need to train Arab postgraduates on academic reading skills. The results also indicate that reading the English text represents a challenge for the social sciences and humanities Arab postgraduates. This study was conducted on social science and humanities postgraduates. The reading behavior of science disciplines may differ as the teaching language is mainly in English. This study contributes to the field by expanding our understanding of how non-English language speakers read and comprehend the academic text. The value of the current study lies in being the first study that explores Arab postgraduate students’ reading behavior.

scholarly journals Academic English Teaching for Postgraduates Based on Self-regulated Learning Environment: A Case Study of Academic Reading Course

2016 ◽  
Vol 9 (5) ◽  
pp. 214 ◽  
Author(s):  
Wei Zhao
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
First Grade ◽  
Academic English ◽  
Academic Journal ◽  
Postgraduate Students ◽  
Academic Reading ◽  
Self Regulated Learning ◽  
Regulated Learning

<p>This study selects postgraduate students in the first grade as the participants, based on their needs analysis, classroom presentations and performance of assignments completion, through the methodology of case study, the results show that students at the university level even the graduate levels still struggle with academic English. Thus, this study focuses on foreign language teachers how to guide postgraduate students in academic reading course, so as to implement students’ self-regulated learning strategies and enhance their motivations, as well as how the students to adjust to experience and respond to the teaching process through the adjustment. Accordingly, we theoretically construct self-regulated teaching and learning environment, expectations for enlightenment to the teaching practices of academic English instructions, especially in reading academic journal articles in English. The future direction should be towards to assessing and applying the learning environment model.</p>

Teaching English for specific purposes to computer science students with reading difficulties

2020 ◽  
Vol 10 (4) ◽  
pp. 208-216
Author(s):  
Sarah Benmammar
Keyword(s):  
Computer Science ◽  
Reading Strategies ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Target Population ◽  
English For Specific Purposes ◽  
Science Students ◽  
Learning Situation ◽  
Valid Information

This is a case study conducted to investigate difficulties that may hinder third year computer science students in their development of ESP reading skills, and to grasp the different factors that may influence students negatively. Data were obtained from a questionnaire which enabled the researcher to obtain valid information about the learning situation of the target population. Through the use of this tool, students’ preferences and difficulties in the area of reading were analyzed. The results revealed the need to increase students’ exposure to reading and provide support with vocabulary. Hence, some recommendations and strategies are provided to remedy the situation and boost the students’ learning process   Keywords: Computer Science students; ESP vocabulary ; reading difficulties; reading strategies.

scholarly journals THE USE OF READING STRATEGIES IN ACADEMIC READING BY INDONESIAN LEARNERS

2021 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Erni Erni
Keyword(s):  
Reading Strategies ◽  
Cultural Context ◽  
Cognitive Strategies ◽  
Self Concept ◽  
Metacognitive Strategy ◽  
Validity And Reliability ◽  
Structured Interviews ◽  
High Group ◽  
Academic Reading

This case study explores the Indonesian learners' reading strategies and identifies high and low-group learners' reading strategies. Semi-structured interviews, questionnaires, and open-ended questions were triangulated for validity and reliability data. Several findings were revealed. The Indonesian learners read critically and varied through cognitive, metacognitive, and affective strategies. They applied more cognitive strategies than metacognitive and affective strategies, which was less helpful and less encouraged to think critically. Technology advances, self- concept, and time have affected the strategies used. High and low-group learners also read differently in terms of cognitive, metacognitive, and affective strategies. The high group learners read efficiently, critically with various reading strategies, while the low group learners are more literal, attractive, but straightforward, and specific in reading strategy. This implied that students need to be facilitated with proper reading strategies and reading facilities and use metacognitive strategy to enable critical thinking and affective strategy to overcome anxiety, fear, and relaxation. The socio-cultural strategy needs to be used by learners to reach the four skills required by the Indonesian new curriculum. Meanings were shaped by social interaction and cultural context, which then created fun learning and a conducive learning environment.

scholarly journals Teaching English for specific purposes to computer science students with reading difficulties

2020 ◽  
Vol 10 (3) ◽  
pp. 159-166
Author(s):  
Sarah Benmammar
Keyword(s):  
Computer Science ◽  
Reading Strategies ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Target Population ◽  
English For Specific Purposes ◽  
Science Students ◽  
Learning Situation ◽  
Valid Information

This is a case study conducted to investigate difficulties that may hinder third-year computer science students in their development of English for specific purposes’ reading skills and to grasp the different factors that may influence students negatively. Data were obtained from a questionnaire which enabled the researcher to obtain valid information about the learning situation of the target population. Through the use of this tool, students’ preferences and difficulties in the area of reading were analysed. The results revealed the need to increase students’ exposure to reading and provide support with vocabulary. Hence, some recommendations and strategies are provided to remedy the situation and boost the students’ learning process   Keywords: Computer science students, ESP vocabulary, reading difficulties, reading strategies.

scholarly journals The Effects of Reading Habits on Performance in Reading Skills by Foundation Level Omani Students

2016 ◽  
Vol 2 (2) ◽  
pp. 83
Author(s):  
Sarath Withanarachchi Samaranayake ◽  
Basit Sultan
Keyword(s):  
Test Scores ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Skills ◽  
Educational Goals ◽  
Tertiary Level ◽  
Survey Questionnaire ◽  
Reading Habits ◽  
Esl Teachers ◽  
Positive Results

<p>The current study investigates the effects of reading habits among foundation level students studying English in a tertiary level context in Oman. The study consisted of 70 participants and the qualitative data was collected through a survey questionnaire while the quantitative data was gathered from college-based two tests. At the end of the study, the data were analyzed quantitatively to ascertain whether there was a possible relationship between positive reading habits in English and the participants’ performance in an examination setting. The results indicated that there was a link between the participants’ positive reading habits and their test scores in an examination setting. Given the positive results that emerged through this study, researchers would like to recommend that EFL/ESL teachers should guide and encourage their students to reading as it will help learners to improve all aspects of literacy and success in achieving educational goals.</p>

scholarly journals Current Approaches to Teaching Reading

2021 ◽  
Vol 99 ◽  
pp. 01011
Author(s):  
Irina Sofronova
Keyword(s):  
Language Learning ◽  
Reading Strategies ◽  
Reading Skills ◽  
New Technologies ◽  
Teaching Reading ◽  
State University ◽  
Approaches To Teaching ◽  
Reading Habits ◽  
Language Courses ◽  
Reading Culture

The paper considers reading for comprehension and developing reading culture, showing how reading habits are constantly changing with new technologies dominating our life. Learning English being the focus of attention, the author comments on the way reading contributes to language acquisition and language learning. А particular reference is given to types of reading, reading for comprehension being the essence of any. The author reviews reading strategies, stressing the necessity of introducing them to the students. The author analyses some of the language courses and gives examples of work on reading skills at the lessons of English using both the above courses and the ones developed by the teachers of the Ural State University of Economics.

Strategy use in collaborative academic reading: Understanding how undergraduate students co-construct comprehension of academic texts

2021 ◽  
pp. 136216882110256
Author(s):  
Xiaoling Liu ◽  
Michelle Mingyue Gu ◽  
Tan Jin
Keyword(s):  
Undergraduate Students ◽  
Reading Strategies ◽  
English For Academic Purposes ◽  
Structured Interviews ◽  
Group Discussions ◽  
Academic Reading ◽  
Linguistic Resources ◽  
Academic Texts ◽  
Personal Understanding

While research has indicated that college students may benefit from collaboratively reading academic texts, little is known about how they co-construct comprehension through text-based discussions. This case study focused on two groups of undergraduate students with different degrees of participation in discussions – one active group and one silent group – in a course on English for academic purposes (EAP) at a Chinese university. Drawing upon classroom observation and semi-structured interviews, the study investigated the spontaneous use of reading strategies in 10 post-reading group discussions and probed into the key processes for comprehension building shared by the two groups. The findings suggest that the students utilized a series of reading strategies and drew on the ideational and linguistic resources shared within the group to build comprehension. Three key processes for comprehension co-construction were found: (1) paraphrasing to contribute personal understanding, (2) elaborating to clarify meanings, and (3) summarizing to build consensus. Pedagogical implications concerning the instruction and task design for collaborative academic reading are discussed.

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