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Instructors and Students’ Use of Literal, Reorganization, and Inferential Reading Strategies | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 11، دوره 8، شماره 2 - شماره پیاپی 16، دی 2020، صفحه 179-196 اصل مقاله (1.45 M) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2020.26960.1216 | ||
| نویسندگان | ||
| Nur Izzati Azman1؛ Mansour Amini* 2؛ Lin Siew Eng3؛ Masoumeh Alavi4 | ||
| 1B.A. in English Language and Communication, Department of English Language and Communication, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia | ||
| 2Assistant Professor of Translation Studies, Department of English Language and Communication, Faculty of Social Sciences and Liberal Arts, UCSI University Malaysia, Kuala Lumpur, Malaysia | ||
| 3Ph.D. in Education (TESOL), Berjaya School of Humanities & Social Sciences, Faculty of Liberal Arts, BERJAYA University College, Kuala Lumpur, Malaysia | ||
| 4Ph.D. of Guidance and Counselling, Psychology Department, Jeffrey Cheah School of Medicine & Health Sciences, Monash University, Malaysia | ||
| چکیده | ||
| Different types of reading strategies pose challenges to instructors and learners in the English as a Foreign Language (EFL) context. This study aimed at identifying and comparing reading strategies used by instructors and students in dealing with literal comprehension, reorganization, and inferential comprehension questions. The participants werefive EFL instructors and 27 students from the English Language Proficiency Programme (ELPP) at the University of Malaya, Malaysia selected through purposive sampling. Thisqualitative study involved in-class observations and interviews with instructors, and questionnaires administered to students.The analysis of the data revealed that both instructors and students practice various reading strategies when dealing with comprehension questions, and some strategies used by the instructors are never or seldom used by the students. Strategies such as “reading questions before reading the passage”, “skimming and scanning”, “connecting prior knowledge”, and “finding context clues” were found to be used by both instructors and students. The findings indicated that instructors’ implementation of a variety of reading strategies affects students’ comprehension level over the reading materials. Therefore, the study can provide clear guidelines for the EFL instructors to seek for their students’ advancement of reading proficiency. This could ultimately result in students’ better academic achievement and learning motivation. | ||
| کلیدواژهها | ||
| EFL؛ Inferential؛ Instructor؛ Malaysia؛ Reading؛ Strategy | ||
| مراجع | ||
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