خلاصة:
The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts. Normally, students tend to read all the information provided in reading materials. This study explores whether learners use reading strategies to assist them in reading comprehension. There was a sample of 45 English language (EFL) learners from Islamic Azad University, Falavarjan Branch. The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. The survey was going to signify how much EFL learners use each of these strategies while reading academic texts. The findings indicated that the participants used global reading strategies more (44.5%) than problem solving strategies (29.0%) and support reading strategies (26.5%). The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way.
ملخص الجهاز:
"Reading Strategies Used by Iranian EFL Learners While Reading Academic Texts Vida Yousefian Department of English language, Falavarjan Branch, Islamic Azad University, Esfahan, Iran *Corresponding author: vida455@hotmail.
Since the late 1970's, ESL researchers have considered the relationship between reading strategies and successful and unsuccessful second language reading in L1 and/or L2 (Anderson & Roit, 1993; Block, 1986; Block, 1993; Carrell, 1998; Jimenez, Garcia & Pearson, 1995; Palincsar & Brown, 1984; Paris, Cross & Lipson, 1984; Pearson & Fielding, 1991).
Phakiti (2003) studied Thai university EFL students; those who frequently use metacognitive strategies had significantly better reading test performance.
The second category, problem solving strategies, refers to actions like rereading to understand the text and adjusting one's reading rate to the difficulty level of what the reader is reading.
The last category, support reading strategies, concerns the use of creating outside reference materials from the text such as notes in the margins, summarizing, or simple underlining of important information.
In order to achieve the objectives of this study the following research question was asked: What reading strategies are used more frequently by Iranian EFL Learners while reading academic texts?
these are localize focused techniques used when problems develop in understanding textual information; examples include adjusting one's speed of reading when the material becomes difficult or easy, guessing e meaning of unknown words, and rereading the text to improve comprehension."