Reading Strategy Use and Reading Interest in English as a Foreign Language
DOI:
https://doi.org/10.5281/zenodo.10459594Keywords:
Reading Starategies, Reading Interest, English ProficiencyAbstract
This study investigated whether there was a significant difference in the use of overall cognitive and meta-cognitive reading strategies between the low proficient and high proficient English learners at a Turkish state university. The participants were 110 Turkish Finance department students. They were elementary level English learners between the ages of 18-22. The students were grouped into low proficient and high proficient learner categories according to their school exam results. Additionally, how well proficiency, reading strategy use, and the interest towards the reading passage predict the overall reading comprehension scores were explored. There was a significant difference in the reading strategy use for low proficient and high proficient learners. However; cognitive – metacognitive reading strategy use and reading interest didn’t predict reading comprehension scores in the data. The main determiner of reading comprehension was found to be language proficiency. The exam scores (proficiency of the students) statistically significantly predicted the reading comprehension scores, p= 0.001. The results which are attained in this context give insights related to L2 reading strategy training. The results which were attained in this special context provide information about reading strategy training and providing different varieties of texts which is of interest to Turkish students who are English language learners.
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