Gender Differences in Metacognitive Reading Strategy Use among Iranian EFL University Students

سال انتشار: 1397
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 540

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شناسه ملی سند علمی:

ELSCONF06_196

تاریخ نمایه سازی: 8 تیر 1398

چکیده مقاله:

The current study aimed at exploring gender differences in the employment of metacognitive reading strategiesby English as a foreign language students at some universities across Esfahan city in Iran, an attempt to bridge the gapin this specific field of knowledge. The sample of study consisted of 198 participants (62 males=32% and 136females=68%) of different academic levels. The participants completed the 30-item Survey of Reading Strategies(SORS) developed by Mokhtari and Sheory (2002). The findings of the study revealed that the participants were highusers of the overall metacognitive reading strategies (Mean=3.60). Regarding subcategories of SORS, the studentsused problem solving reading strategies the most (Mean=3.90), followed by global reading strategies (Mean= 3.56,S.D=0.48), and support reading strategies the least (Mean=3.34). In this study there was significant differencesbetween male and female students in use of the reading strategies. Both in overall use of metacognitive reading andtwo of subcategories of SORS (problem solving and supportive). But, males and females students employedsubcategories of SORS with the same order. These results illustrated that females tend to be more strategic than malestudents in reading comprehension.

نویسندگان

Esmail Zare Behtash

Associate Professor of English, Chabahar Maritime University, Iran

Amin Saed

Lecturer, Chabahar Maritime University, Iran

Meysam Ghasemi

MA student of TEFL, Chabahar Maritime University, Iran