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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 31:1 (2018) ► pp.345–377

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Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention

A think-aloud analysis

 | National Taipei University of Business
 | University of Macau
Published online: 27 August 2018
DOI logo with link
https://doi.org/10.1075/resla.16032.shi
Abstract
After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.
Resumen
Después de 16 semanas de lectura intensiva y de enseñanza de estrategias de lectura en una clase de Inglés como lengua extranjera (n = 52) en una universidad en Taiwán, tres lectores débiles y tres lectores fuertes fueron reclutados para investigar el uso de estrategias de lectura. Dichas estrategias se infieren a partir de los informes verbales obtenidos a través de una metodología de pensamiento en voz alta, ya que los participantes leen un texto equivalente a los trabajados durante las horas de clase. Los resultados indican que los lectores fuertes utilizan más estrategias globales que los lectores débiles. Los lectores fuertes emplean una estrategia de lectura más diversa mientras que los lectores débiles usan una única estrategia. Además, los lectores fuertes tienden a combinar estrategias. Estos y otros resultados se analizan en la instrucción de la lectura basada en la traducción, un método muy popular actualmente en la escuela secundaria de Taiwán. En el presente artículo también se proponen sugerencias sobre cómo los profesores de inglés deberían poner en práctica el entrenamiento de estrategias de lectura en las clases de Inglés.
Article outline
  • 1.Introduction and literature review
    • 1.1Reading strategies
    • 1.2Reading strategy instruction
    • 1.3Extensive reading
    • 1.4Problem statement and research questions
  • 2.Methods and materials
    • 2.1The pilot study
    • 2.2Participants
    • 2.3Reading proficiency tests
    • 2.4Intervention
    • 2.5Think-aloud technique
    • 2.6Think-aloud text
    • 2.7Reading strategies coding sheet
    • 2.8Coding procedure
    • 2.9Data analysis
  • 3.Results and discussion
    • 3.1Descriptive statistics
    • 3.2L2 Reading strategy use by weak and strong readers
      • 3.2.1Top three strategies used by weak readers
      • 3.2.2Anna – a typical weak reader’s use of reading strategies
      • 3.2.3Top three strategies used by strong L2 readers
      • 3.2.4Ruth – a typical strong reader’s use of reading strategies
    • 3.3Summary of findings
  • 4.Implications and conclusions
  • Notes
  • References
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