Understanding Reading Strategies of EFL Saudi Students

Autor/inn/en	Al Roomy, Muhammad; Alhawsawi, Sajjadllah
Titel	Understanding Reading Strategies of EFL Saudi Students
Quelle	In: English Language Teaching, 12 (2019) 6, S.33-44 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Reading Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Reading Comprehension; Reading Habits; College Students; Student Attitudes; Correlation; Reading Motivation; Saudi Arabia + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Leseverstehen; Reading habit; Lesegewohnheit; Collegestudent; Schülerverhalten; Korrelation; Lesemotivation; Saudi-Arabien
Abstract	In many contexts around the world, English has become a major means of daily communication and a language for research and technology. Reading in English plays a key role in students' academic learning in many higher education contexts where English is the principal medium of instruction. This study measured reading strategies use as well as reading habits for everyday reading practices of EFL Saudi university students. For collecting data, Students completed a questionnaire and were interviewed by the two researchers. The quantitative and qualitative results yielded positive results that students were categorized as high users of reading strategies. Students employed different strategies to approach the complexity of reading texts. In addition, results indicated that there was a relationship between students' motivation toward reading, reading habits of reading practices and the way students implement different reading strategies. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01