Awareness of Reading Strategies among EFL Learners at Bangkok University
This questionnaire-based study, aimed to measure and
compare the awareness of English reading strategies among EFL
learners at Bangkok University (BU) classified by their gender, field
of study, and English learning experience. Proportional stratified
random sampling was employed to formulate a sample of 380 BU
students. The data were statistically analyzed in terms of the mean
and standard deviation. t-Test analysis was used to find differences in
awareness of reading strategies between two groups (-male and
female- /-science and social-science students). In addition, one-way
analysis of variance (ANOVA) was used to compare reading strategy
awareness among BU students with different lengths of English
learning experience. The results of this study indicated that the
overall awareness of reading strategies of EFL learners at BU was at
a high level (ðÑ = 3.60) and that there was no statistically significant
difference between males and females, and among students who have
different lengths of English learning experience at the significance
level of 0.05. However, significant differences among students
coming from different fields of study were found at the same level of
significance.
[1] Dreyer, C., & Nel, C. (2003). Teaching Reading Strategies and Reading
Comprehension within a Technology-enhanced Learning Environment.
System, 31, 349-365.
[2] Singhal, M. (2001). Reading Proficiency, Reading Strategies,
Metacognitive Awareness and L2 Readers. Retrieved October 20, 2011
from http://www.reading matrix.com/articles/singhal/
[3] Thearmtanachock, K. (1999). English Language Abilities and Reading
Strategies of Second-Year Students at Payap University, Chiang Mai,
Thailand. Thesis. Payap University, Chiang Mai, Thailand.
[4] Poole, A. (2005). Gender Differences in Reading Strategy Use among
ESL College Students. Journal of College Reading and Learning.
[5] David, S. J. & Thompson, M. (2005). Subduing the Subversive: Recent
Responses to Critical Pedagogy Issues in the TESOL Professional. The
Journal of Miyazaki International College, November.
[6] Pongpattarakul, N. (2006). English Reading Strategies of Thai Students:
A Case Study of Bangkok University. Research. Bangkok University,
Thailand, 2006.
[7] Oxford, R. L. (1993). Instructional Implications of Gender Differences
in Second/Foreign Language (L2) Learning Styles and Strategies.
Applied Language Learning, 4(1&2), 65-94.
[8] Phakiti, A. (2003). A Closer Look at Gender and Strategy Use in L2
Reading. Language Learning, 53, 649-702.
[9] Sheorey, R., & Mokhtari, K. (2001). Differences in the Metacognitive
Awareness of Reading Strategies among Native and Non-native
speakers. System, 29(4), 431-449.
[10] Griva, E., Alevriadou, A. & Semoglou, K. (2010). Identifying gender
differences in reading preferences and strategies employed by Greek
Students: A socio-cognitive perspective. Retrieved October 20, 2011
from;http://www.google.co.th/url?sa=t&rct=j&q=griva%2C%20identify
ing%20gender%20difference&source=web&cd=1&sqi=2&ved=0CB0Q
FjAA&url=http%3A%2F%2Fwww.ucy.ac.cy%2Fdata%2Funesc2010%
2520conference%2FGRIVA%2520ALEVR%2520SEMOG%2520paper
.pdf&ei=OGj9TritHMf4rQfcrYnUDw&usg=AFQjCNGVtPbWc4-
1Q_Y6GpjRuia423G5Wg/
[11] Oxford, R. L. (1990). Language Learning Strategies. What Every
Teacher Should Know. New York : Newbury House/Harper & Row.
[12] Simandan, M.V. (2008). Learner Difficulties for Thai Students.
Horizons: The Journal of David-s English Teaching World. Issue 5,
September 2008. Retrieved October 20, 2011 from
http://www.simandan.com/?p=383/
[13] Monos, K. (2005). A Study of Reading Strategies of Hungarian
University Students with Implications for Reading Instruction in an
Academic Context. Thesis. University of Debrecen, Hungary.
[14] Wichadee, S. (2005). The Effects of Cooperative Learning on English
Reading Skill and Attitude of the First-Year Students at Bangkok
University. Research. Bangkok, Thailand.
[15] Zhang, L. J., & Wu, I. (2009). Chinese Senior High School EFL
Students- Metacognitive Awareness and Reading-strategy Use. Reading
in Foreign Language, Volume 21, No. 1, 37-59.
[16] Zhang, L. (2001). Awareness in Reading: EFL Students- Metacognitive
Knowledge of Reading Strategies in an Acquisition-poor Environment.
Language Awareness, 10(4), 266-288.
[17] Cohen, A.D. (1990). Language Learning: Insights for Learners,
Teachers, and Researchers. New York: Newbury House.
[18] Anderson, N.J. (1999). Exploring Second Language Reading: Issue and
Strategies. Boston: Heinle & Heinle.
[19] Ofodo, G., et al. (2011). Assessing ESL Students- Awareness and
Application of Metacognitive Strategies in Comprehending Academic
Materials. Journal of Emerging Trends in Educational Research and
Policy Studies (JETERAPS) 2 (5): 343-346 ┬® Scholarlink Research
Institute Journals, 2011 (ISSN: 2141-6990)
[1] Dreyer, C., & Nel, C. (2003). Teaching Reading Strategies and Reading
Comprehension within a Technology-enhanced Learning Environment.
System, 31, 349-365.
[2] Singhal, M. (2001). Reading Proficiency, Reading Strategies,
Metacognitive Awareness and L2 Readers. Retrieved October 20, 2011
from http://www.reading matrix.com/articles/singhal/
[3] Thearmtanachock, K. (1999). English Language Abilities and Reading
Strategies of Second-Year Students at Payap University, Chiang Mai,
Thailand. Thesis. Payap University, Chiang Mai, Thailand.
[4] Poole, A. (2005). Gender Differences in Reading Strategy Use among
ESL College Students. Journal of College Reading and Learning.
[5] David, S. J. & Thompson, M. (2005). Subduing the Subversive: Recent
Responses to Critical Pedagogy Issues in the TESOL Professional. The
Journal of Miyazaki International College, November.
[6] Pongpattarakul, N. (2006). English Reading Strategies of Thai Students:
A Case Study of Bangkok University. Research. Bangkok University,
Thailand, 2006.
[7] Oxford, R. L. (1993). Instructional Implications of Gender Differences
in Second/Foreign Language (L2) Learning Styles and Strategies.
Applied Language Learning, 4(1&2), 65-94.
[8] Phakiti, A. (2003). A Closer Look at Gender and Strategy Use in L2
Reading. Language Learning, 53, 649-702.
[9] Sheorey, R., & Mokhtari, K. (2001). Differences in the Metacognitive
Awareness of Reading Strategies among Native and Non-native
speakers. System, 29(4), 431-449.
[10] Griva, E., Alevriadou, A. & Semoglou, K. (2010). Identifying gender
differences in reading preferences and strategies employed by Greek
Students: A socio-cognitive perspective. Retrieved October 20, 2011
from;http://www.google.co.th/url?sa=t&rct=j&q=griva%2C%20identify
ing%20gender%20difference&source=web&cd=1&sqi=2&ved=0CB0Q
FjAA&url=http%3A%2F%2Fwww.ucy.ac.cy%2Fdata%2Funesc2010%
2520conference%2FGRIVA%2520ALEVR%2520SEMOG%2520paper
.pdf&ei=OGj9TritHMf4rQfcrYnUDw&usg=AFQjCNGVtPbWc4-
1Q_Y6GpjRuia423G5Wg/
[11] Oxford, R. L. (1990). Language Learning Strategies. What Every
Teacher Should Know. New York : Newbury House/Harper & Row.
[12] Simandan, M.V. (2008). Learner Difficulties for Thai Students.
Horizons: The Journal of David-s English Teaching World. Issue 5,
September 2008. Retrieved October 20, 2011 from
http://www.simandan.com/?p=383/
[13] Monos, K. (2005). A Study of Reading Strategies of Hungarian
University Students with Implications for Reading Instruction in an
Academic Context. Thesis. University of Debrecen, Hungary.
[14] Wichadee, S. (2005). The Effects of Cooperative Learning on English
Reading Skill and Attitude of the First-Year Students at Bangkok
University. Research. Bangkok, Thailand.
[15] Zhang, L. J., & Wu, I. (2009). Chinese Senior High School EFL
Students- Metacognitive Awareness and Reading-strategy Use. Reading
in Foreign Language, Volume 21, No. 1, 37-59.
[16] Zhang, L. (2001). Awareness in Reading: EFL Students- Metacognitive
Knowledge of Reading Strategies in an Acquisition-poor Environment.
Language Awareness, 10(4), 266-288.
[17] Cohen, A.D. (1990). Language Learning: Insights for Learners,
Teachers, and Researchers. New York: Newbury House.
[18] Anderson, N.J. (1999). Exploring Second Language Reading: Issue and
Strategies. Boston: Heinle & Heinle.
[19] Ofodo, G., et al. (2011). Assessing ESL Students- Awareness and
Application of Metacognitive Strategies in Comprehending Academic
Materials. Journal of Emerging Trends in Educational Research and
Policy Studies (JETERAPS) 2 (5): 343-346 ┬® Scholarlink Research
Institute Journals, 2011 (ISSN: 2141-6990)
@article{"International Journal of Business, Human and Social Sciences:56107", author = "Nuttanuch Munsakorn", title = "Awareness of Reading Strategies among EFL Learners at Bangkok University", abstract = "This questionnaire-based study, aimed to measure and
compare the awareness of English reading strategies among EFL
learners at Bangkok University (BU) classified by their gender, field
of study, and English learning experience. Proportional stratified
random sampling was employed to formulate a sample of 380 BU
students. The data were statistically analyzed in terms of the mean
and standard deviation. t-Test analysis was used to find differences in
awareness of reading strategies between two groups (-male and
female- /-science and social-science students). In addition, one-way
analysis of variance (ANOVA) was used to compare reading strategy
awareness among BU students with different lengths of English
learning experience. The results of this study indicated that the
overall awareness of reading strategies of EFL learners at BU was at
a high level (ðÑ = 3.60) and that there was no statistically significant
difference between males and females, and among students who have
different lengths of English learning experience at the significance
level of 0.05. However, significant differences among students
coming from different fields of study were found at the same level of
significance.", keywords = "EFL learners, higher education, reading
comprehension, reading strategies", volume = "6", number = "5", pages = "857-4", }