Investigating Strategic Processes of L2 Reading Comprehension Among Collegiate Iranian ESP Learners Across Three Academic Fields of Study

Omid Tabatabaei, Fahimeh Assari

Abstract


The current study has aimed to explore strategic processes of English reading comprehension among Iranian ESP learners across three academic fields of medicine, computer engineering and law. To this end, 90 intermediate ESP learners were selected from a population of 180 volunteers, based on their performance on a standard placement test (Edwards, 2007). Afterwards, participants completed Survey of Reading Strategies (SORS) (Mokhtari & Sheorey, 2002). The results of the statistical analysis uncovered the individual reading strategy preferences and weaknesses of ESP learners and also indicated that intermediate ESP learners moderately perceived the use of reading strategies while reading academic texts in English. Also, an attempt has been made to identify whether there are significant differences regarding the frequency of perceived individual and overall reading strategy use across the three disciplines. The findings of the study would help ESP teachers to gain a more profound understanding of ESP learners’ strategic processes of L2 reading.
Key words: ESP; Reading; Strategy; Reading strategies; Metacognitive awareness of reading strategies

Résumé
L'étude actuelle a eu pour objectif d'explorer les processus stratégiques de la compréhension en lecture chez les apprenants en anglais ESP iranienne à travers trois champs théoriques de la médecine, le génie informatique et en droit. À cette fin, 90 intermédiaires apprenants ESP ont été sélectionnés parmi une population de 180 bénévoles, en fonction de leur performance sur un test de placement standard (Edwards, 2007). Ensuite, les participants ont rempli Enquête sur les stratégies de lecture (SORS) (Mokhtari & Sheorey, 2002). Les résultats de l'analyse statistique mis au jour les préférences individuelles stratégie de lecture et les faiblesses des apprenants ESP et a également indiqué que les apprenants intermédiaires ESP modérément perçu l'utilisation de stratégies de lecture en lisant des textes académiques en anglais. En outre, une tentative a été faite afin d'identifier s'il existe des différences significatives concernant la fréquence de l'utilisation perçue stratégie de lecture individuelle et globale dans les trois disciplines. Les résultats de l'étude pourrait aider les professeurs ESP pour acquérir une compréhension plus profonde des processus apprenants ESP de stratégique de la lecture en L2.
Mots clés: ESP; lecture; Stratégie; Stratégies de lecture; Conscience Métacognitive des stratégies de lecture


Keywords


ESP; Reading; Strategy; Reading strategies; Metacognitive awareness of reading strategies



DOI: http://dx.doi.org/10.3968%2FJ.css.1923669720110705.420

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