Instructors and Students’ Use of Literal, Reorganization, and Inferential Reading Strategies

Azman, Nur Izzati; Amini, Mansour; Siew Eng, Lin; Alavi, Masoumeh

doi:10.22049/jalda.2020.26960.1216

Document Type : Research Article

Authors

¹ B.A. in English Language and Communication, Department of English Language and Communication, Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia

² Assistant Professor of Translation Studies, Department of English Language and Communication, Faculty of Social Sciences and Liberal Arts, UCSI University Malaysia, Kuala Lumpur, Malaysia

³ Ph.D. in Education (TESOL), Berjaya School of Humanities & Social Sciences, Faculty of Liberal Arts, BERJAYA University College, Kuala Lumpur, Malaysia

⁴ Ph.D. of Guidance and Counselling, Psychology Department, Jeffrey Cheah School of Medicine & Health Sciences, Monash University, Malaysia

https://doi.org/10.22049/jalda.2020.26960.1216

Abstract

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.

Keywords

20.1001.1.2383591.2020.8.2.11.7

Main Subjects

Teaching and learning L2 skills (reading, writing, speaking, listening)

Article Title [Persian]

استفاده از استراتژی های درک مطلب، سازماندهی مجدد و درک مطلب استنباطی توسط مربیان و دانشجویان

Authors [Persian]

نور عزتی آزمان ¹
دکتر منصور امینی ²
دکتر لین سیو انگ ³
دکتر معصومه علوی ⁴

¹ گروه زبان انگلیسی و ارتباطات، دانشکده علوم انسانی و علوم اجتماعی، دانشگاه UCSI، کوآلالامپور، مالزی

² استادیار مطالعات ترجمه، گروه زبان و ارتباطات انگلیسی، دانشکدۀ علوم اجتماعی و هنرهای لیبرال، دانشگاه UCSI، کوالالامپو، مالزی

³ دکترا درآموزش (TESOL) ، دانشکدۀ علوم انسانی و اجتماعی برجایا، کالج دانشگاهBERJAYA ،کوالالامپور، مالزی

⁴ دکترای راهنمایی و مشاوره، گروه روانشناسی، دانشکدۀ پزشکی و علوم بهداشتی Jeffrey Cheah، دانشگاه موناش، مالزی

Abstract [Persian]

انواع مختلف استراتژی های خواندن در زمینه انگلیسی به عنوان زبان خارجی (EFL) مدرسان و فراگیران را با چالش مواجه می کند. این مطالعه با هدف شناسایی و مقایسه استراتژی های خواندن مورد استفاده توسط مربیان و دانشجویان در برخورد با سوالات درک مطلب، سازماندهی مجدد و درک مطلب استنباطی انجام شده است. شرکت کنندگان پنج مربی EFL و 27 دانشجو از برنامه مهارت زبان انگلیسی (ELPP) در دانشگاه مالایا، مالزی بودند که از طریق نمونه گیری هدفمند انتخاب شدند. این مطالعه کیفی شامل مشاهدات در کلاس و مصاحبه با مربیان و پرسشنامه هایی است که برای دانشجویان ارائه شده است. تجزیه و تحلیل داده ها نشان داد که هر دو مربی و دانشجویان هنگام برخورد با سوالات درک مطلب استراتژی های مختلف خواندن را انجام می دهند و برخی از استراتژی های مربیان به ندرت مورد استفاده دانشجویان قرار می گیرند و یا هرگز استفاده نمی شوند. راهبردهایی مانند "خواندن قبل از خواندن متن" ، "اسکن کردن" و "یافتن سرنخ های زمینه ای" توسط مربیان و دانشجویان مورد استفاده قرار گرفت. یافته ها نشان داد که اجرای انواع راهبردهای خواندن توسط مربیان بر میزان درک دانشجویان از مطالب مطالعه تأثیر می گذارد. بنابراین، این مطالعه می تواند رهنمودهای روشنی برای مربیان EFL ارائه دهد تا به دنبال پیشرفت مهارت خواندن دانشجویان خود باشند. این می تواند در نهایت به پیشرفت تحصیلی و انگیزه یادگیری بهتر دانشجویان منجر شود.

Keywords [Persian]

فراگیری زبان خارجی
استنباطی
مربی
مالزی
خواندن
استراتژی

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Instructors and Students’ Use of Literal, Reorganization, and Inferential Reading Strategies

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Volume 8, Issue 2October 2020Pages 179-196

Volume 8, Issue 2
October 2020
Pages 179-196