A Closer Look at Gender and Strategy Use in L2 Reading

By Aek Phakiti. 2003

217 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2a662dd5774aadd17a7b6949f13a11322f717643

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In Developmental and Educational Psychology

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Citations in the corpus

Strategies for Language Learning and for Language Use: Revising the Theoretical Framework (2006, background): “With regard to verbal reports, these claims of effectiveness are made both by L2 strategy researchers (N. J. Anderson, 1991; N.J. Anderson & Vandergrift, 1996; Cohen & Hosenfeld, 1981; Oxford & Burry-Stock, 1995; Phakiti, 2003; Sarig, 1987) and 321”
Construct validation of Bachman and Palmer's (1996) strategic competence model over time in EFL reading tests (2008, methodology): “Following the work of Purpura (1999), Phakiti (2003b), through the use of a cognitive and metacognitive questionnaire drawn from the existing literature, retrospective interviews and an English-as-aforeign-language (EFL) achievement test, investigated the relationship between 384 Thai learners’…”
The Effectiveness of Metacognitive Strategy Awareness in Reading Comprehension: The Case of Iranian University EFL Students. (2014, background): “These findings are also at odds with some previous strategy research (e.g., Jimenez, et al., 2009; Kudeir et al., 2012; Madhumathi & Ghosh, 2012; Phakiti, 2003; Zare, 2013) which generally has found that males and females are significantly different with respect to their reading strategy use.”
Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance (2006, methodology): “Phakiti (2003a) argued that although general perceived strategy use free from context is likely to be related to strategy use in a specific context, both pertain to different kinds of cognitive-reference classes.”
Reciprocal Teaching Strategies and Their Impacts on English Reading Comprehension (2012, background): “L2 readers perform the same functions as L1 readers, but their reading process could be slower and less successful (Phakiti, 2003 ).”
Gender Differences in Reading Strategy Use among ESL College Students (2005, methodology): “While the data gleaned from Phakiti (2003), Sheorey and Mokhtari (2001), and Young and Oxford (1993) shed light on gender differences and strategy use, more research needs to be done in order to draw general conclusions about gender and reading strategy use; in other words, whether or not males and…”