Reading strategies of bachelor of education (teaching english as a second language) students : a case study of UNISEL undergraduates /
Students’ level of understanding while reading relies much on the strategies exploited during the session. Not only do they affect students’ comprehension of the text, they also determine students’ academic achievement at large. This study aims to uncover reading strategies of students at tertiary l...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
Gombak, Selangor :
Kulliyyah of Islamic Revealed Knowledge and Human Sciences, International Islamic University Malaysia,
2007
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| Subjects: | |
| Online Access: | Click here to view 1st 24 pages of the thesis. Members can view fulltext at the specified PCs in the library. |
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| Summary: | Students’ level of understanding while reading relies much on the strategies exploited
during the session. Not only do they affect students’ comprehension of the text, they
also determine students’ academic achievement at large. This study aims to uncover
reading strategies of students at tertiary level and addresses four research questions:
(1) What are the reading strategies of good students? (2) What are the reading
strategies of average students? (3) What are the reading strategies of poor students?
(4) Are there significant differences in the use of strategies between these three
groups? Seventy-two undergraduate TESL students were chosen as the sample for this
study. These students, based on their academic performance were grouped as good,
average and poor students. A 32-item questionnaire was developed; the data from the
questionnaire were analyzed using descriptive and inferential statistics. Findings of
this study establish that some or other reading strategies were generally applied by the
three groups of students. Good students mainly used effective strategies such as
starting the reading activity with good pre-reading strategies, followed by successful
monitoring during and after reading. Meanwhile, average students are found to be
average readers who used reasonable pre-reading strategies but were involved in rote
learning in which ineffective while-reading strategies caused a lot of repetition in
reading. Poor students, on the other hand, demonstrated irregular use of all strategies:
pre-reading, while-reading and post-reading. The researcher thus recommends that
reading strategies be taught to students to enable them in becoming more autonomous
in learning. |
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| Item Description: | "A dissertation submitted in partial fulfilment of the requirements for the degree of Master of Human Sciences (English as Second Language)."-On t.p. |
| Physical Description: | xiii, 108 leaves : ill. ; 30 cm. Also available on 4 3/4 in. computer laser optical disc. |
| Bibliography: | Includes bibliographical references (leaves 100-104). |