Iranian EFL and Indian ESL College Students’ Beliefs about Reading Strategies in L2

Published

2010-07-01

Creencias de estudiantes de inglés iraníes e indios acerca de las estrategias de lectura en L2

Keywords:

Metacognitive reading strategies, metacognition, EFL and ESL readers, cognitive processes. (en)
Estrategias metacognitivas, metacognición, lectores de inglés como lengua extranjera y como segunda lengua, procesos cognitivos de lectura (es)

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Authors

Alireza Karbalaei University of Mysore

Abstract (en)
Abstract (es)

This study investigated whether there are any significant differences between efl and ESL readers in reading awareness of metacognitive strategies use when they are reading in English. 190 undergraduate college students completed the Survey of Reading Strategies questionnaire. The results indicated that the subjects in both groups reported almost similar patterns of strategy awareness while reading; however, Indians reported more awareness of global, support and total metacognitive reading strategies than Iranians while no significant difference was reported when using problem-solving strategies. These results can contribute to the necessity of reading strategies training in both contexts.

Este estudio investigó si había diferencias significativas entre los lectores de inglés como lengua extranjera y los lectores de inglés como segunda lengua en cuanto a la conciencia lectora y el uso de estrategias metacognitivas cuando leen en inglés. Ciento noventa estudiantes de pregrado completaron el cuestionario sobre estrategias lectoras. Los resultados mostraron que los sujetos de los dos grupos reportaron un patrón casi similar al uso de conciencia de estrategia mientras leían. Sin embargo, los estudiantes indios reportaron ser más conscientes respecto a estrategias metacognitivas lectoras totales, globales y de apoyo que los estudiantes iraníes, mientras que no se hallaron diferencias significativas al usar estrategias para la resolución de problemas. Estos resultados pueden contribuir a la necesidad de capacitación en estrategias lectoras en ambos contextos.

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