Comparing reading strategy measures and L2 readers’ performance on different comprehension tasks

Date
2022-10-15
Authors
Li, Yanjie
Brantmeier, Cindy
Gao, Yanming
Hogrebe, Mark
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
34
Number/Issue
2
Starting Page
271
Ending Page
305
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Abstract
In second language (L2) reading strategy research, two concerns need addressing: (1) the discrepancy in assessing strategy use between written surveys and verbal reports, and (2) the effect of using strategies on readers’ comprehension outcomes when different types of comprehension tasks are utilized. The present study addressed these concerns by asking five more-proficient and five less-proficient Chinese English as a foreign language (EFL) university learners to read two domain-specific texts while assessing their strategy use. The results from both quantitative and qualitative analyses revealed a “gap” between the survey and verbal reports for assessing L2 reading strategy use. Additionally, the contribution of strategies to the readers’ comprehension was found to vary by comprehension task type. Similarly, the variety of strategy use had a strong association with the readers’ performance on only one of three types of comprehension tasks, free recall. The findings hold important implications on L2 reading strategy instruction.
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Keywords
L2 reading strategy, think-aloud protocol, different comprehension tasks, domain-specific texts, university-level Chinese EFL learners
Citation
Li, Y., Brantmeier, C., Gao, Y., & Hogrebe, M. (2022). Comparing reading strategy measures and L2 readers’ performance on different comprehension tasks. Reading in a Foreign Language, 34(2), 271–305. http://hdl.handle.net/10125/67426
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