Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/66726

An exploratory study of NNES graduate students’ reading comprehension of English journal articles

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Item Summary

dc.contributor.author Chen, Kate Tzu-Ching
dc.date.accessioned 2020-05-22T02:25:22Z
dc.date.available 2020-05-22T02:25:22Z
dc.date.issued 2017-04
dc.identifier.issn 1539-0578
dc.identifier.uri http://hdl.handle.net/10125/66726
dc.description.abstract The academic success of non-native English speaker (NNES) graduate students greatly relies on their ability to read and comprehend English journal articles (EJA). The purpose of this study was to identify NNES graduate students’ comprehension difficulties and reading strategies when reading EJA. In addition, the study explored how the relationship between reading difficulties and reading strategies are characterized. The study participants were 456 graduate students undertaking various majors in Taiwan. Both survey and interview methods were employed. The results of the study revealed that the participating students had medium-to-high levels of reading comprehension difficulties and that they tried to use various reading strategies. There is a significantly negative correlation between EJA reading difficulties and reading strategies.
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject English journal articles (EJA)
dc.subject non-native English speaker (NNES) graduate students
dc.subject reading comprehension difficulties
dc.subject reading comprehension strategies
dc.subject Taiwan
dc.title An exploratory study of NNES graduate students’ reading comprehension of English journal articles
dc.type Article
dc.type.dcmi Text
dc.identifier.doi 10125/66726
prism.volume 29
prism.number 1
prism.startingpage 20
prism.endingpage 35
local.rfl.topic The Reading Process
Appears in Collections: Volume 29, No. 1


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