Possible Effects Of Strategy Instruction on L1 and L2 Reading

By Reyhan Salatacı, Ayse Akyel. Reading in a Foreign Language, 2002

215 citations recorded by the source corpus.

The present study investigates the reading strategies of Turkish EFL students in Turkish and English and the possible effects of reading instruction on reading in Turkish and English. The study addresses the following questions: a) Does strategy instruction in EFL reading affect EFL reading strategies and reading comprehension in English? b) Does strategy instruction in EFL reading affect reading strategies in Turkish? The participants consisted of 8 Turkish students enrolled in a pre-intermediate level class of a one-year intensive English course offered at a Turkish-medium technical university. The data came from think-aloud protocols, observation, a background questionnaire, a semi-structured interview and the reading component of the PET (the Preliminary English Test). The results indicated that strategy instruction had a positive effect on both Turkish and English reading strategies and reading comprehension in English.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/6bd425ee65c3ae5f817168c2b40a1de4071331d9

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Citations in the corpus

The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. (2011, background): “Salataci and Akyel (2002) explored the effectiveness of instruction for metacognitive strategies in both Turkish and English among Turkish learners.”
ESL TEXTBOOK EVALUATION CHECKLIST (2005, background): “Salataci & Akyel, 2002 12.”
The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, unknown): “They are the notions of thinking about thinking, and are defined as, planned, intentional, goal directed, and future-oriented mental processing that can be used to accomplish cognitive tasks (Salataki & Akyel, 2002; Phakit, 2003).”
Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. (2016, background): “Salataci (2002) indicated that the use of metacognitive strategy in the listening process increases learners’ self-confidence, motivation, and ability to complete the activities.”
Developing reading fluency and comprehension using repeated reading: Evidence from longitudinal student reports (2010, methodology): “To answer research question 1 on reading strategy use, participants’ comments made that suggested use of reading strategies were identified, following Salataci and Akyel (2002), who categorized strategies into cognitive (bottom-up and top-down) and metacognitive (‘assessing the effectiveness’ of…”
Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance (2006, methodology): “…has also revealed how strategic readers interact with a written text and how their strategic behavior is related to effective reading comprehension (e.g., Anderson, 1991; Barnett, 1988; Bernhardt, 1986; Block, 1992; Carrell, 1984, 1989, 1991; Purpura, 1997, 1998, 1999; Salataci & Akyel, 2002).”