Differences in academic reading strategy employment among male and female science-oriented undergraduate students with different levels of EFL reading proficiency
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The present large scale study focused on an investigation of the differences in the frequency of reading strategy used by male and female students with different levels of reading proficiency when reading academic materials. Participants were 1,096 science-oriented students who enrolled in ESP courses. The researcher-constructed reading strategy questionnaire (Alpha Coefficient (∝) = 0.95) was used as the main instrument in collecting data. Results of the study reveal that most of the studentsû responses in terms of individual strategies were at the medium level. In the case of overall reading strategy use, the present study found significantly greater overall use of reading strategies among the students with high reading proficiency level, and female students. Additionally, significant differences by reading proficiency level and gender in the use of two main strategy categories (1: actual reading strategies; and 2: textual comprehension enhancement strategies) were found.
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