A Study of Reading Strategy Awareness Among College English Major at Taif University, KSA; and Factors affecting Reading Comprehension

Abdulamir Alamin, Sawsan Ahmed

Abstract


Reading comprehension for English as Foreign Language learners is a very complex process to understand how readers sort the logic of written symbols, so it is crucial that the progression of reading comprehension and the dynamics leading to the product of this process be understood properly. There is no lack of studies on reading comprehension aiming to explain its nature and trying to show how the task of comprehension is accomplished.  Research has shown how Arab students struggle with reading problems encountered with both bottom-up and top-down processes. Hence, these students are not only slow readers, inefficient and unskilled in terms of comprehension. (Al-Mahrooqi & Asante, 2012) While much research is devoted to reading as such, little is available on how Arab students challenge when doing this. The researcher will inspect the Saudi college EFL learners’ use of three reading strategies (cognitive, meta-cognitive, compensation strategies), and their control on the relationships between reading strategy use and their English reading comprehension. The present paper is an effort to deliver a base for better understanding the relationship between reading comprehension and reading strategies. The results of this paper will be implemented for better reading strategy instruction at Taif University, KSA.

Keywords


Reading comprehension; Interaction; Second language reading; Cognitive; Metacognitive; Compensation strategies EFL/ESL

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References


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DOI: http://dx.doi.org/10.3968/n

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