An Investigation into the Reverse Transfer of Reading Strategies in an EAP Context

Abstract

This study aims to empirically measure students’ use of academic reading strategies in both English and their L1 at the beginning of the semester at a university in Hawaʻi, and compare results with academic reading strategy use at the end of the term to determine whether there was a reverse transfer. The author highlights the literature on reading strategy instruction and further describes the terms ‘reading strategy’ and ‘transfer’, followed by an explanation of the research question, research method and design of the study, summary of results, discussion, and pedagogical implications.