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Postgraduate Students' use of Reading Strategies in L1 and ESL Contexts: Links to Success1


Leyla Tercanlioglu
School of Education, Ataturk University, Turkey
leyla@atauni.edu.tr

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1This article was extensively edited by Dr B. Matthews, Research Associate, Flinders University Institute of International Education.

Abstract

The article reported the results of an investigation conducted in a university in the United Kingdom. The general research question addressed in the study was: How did students approach the task of academic reading. Data for this study came from five sources: audio taped interviews of 17 postgraduate students; a demographic questionnaire; the Adult Survey of Reading Attitude (ASRA); a reading efficacy belief instrument; and three texts that measured reading comprehension. Results of the study revealed that: a) ESL students rated anxiety and difficulty highly, whereas, L1 students rated modalities on the ASRA as more important; b) L1 students rated scores on both efficacy items on the reading efficacy belief instrument higher than ESL students; c) interviewees from both groups showed a clear preference for cognitive strategies, followed by metacognitive and support strategies (however, where L1 students reported high and frequent use of metacognitive strategies, ESL students reported more frequent use of support strategies); and d) reading comprehension scores were similar for both groups of students on the instruments used.

Reading strategies, English as a second language, first and second language reading, English for academic purposes, academic reading, United Kingdom

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  Tercanlioglu, L. (2004) Postgraduate Students' use of Reading Strategies in L1 and ESL Contexts: Links to Success. International Education Journal, 5 (4), 562-570.
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