Drawing inference is one of seven strategies in reading comprehension. Proficient readers use their prior knowledge about a topic and the information they have gleaned in the text thus far to make predictions about what might happen next. When teachers demonstrate or model their reading processes for students through think aloud, they often stop and predict what will happen next to show how inferring is essential for comprehending text. In this study, two fairly homogeneous groups of EFL learners were selected (N=46) in Arak University. They were studying in English translation. After taking a reading comprehension test to ensure that their reading comprehension differences are not significant, they were randomly assigned to attend a short-story course in two different sections, one serving as the experimental and the other as the control group, both studying the same short stories, and both being taught by the researcher as their instructor of the course. By using T-test and ANOVA, the researchers found that in recall test which administered two weeks later, the learners who can drawing inferences significantly outperformed the other learners in reading comprehension test.
| Published in | International Journal of Language and Linguistics (Volume 1, Issue 4) |
| DOI | 10.11648/j.ijll.20130104.19 |
| Page(s) | 155-159 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Drawing Inferences, L2 Reading Strategies, Cognitive Reading Strategies, Short Story
| [1] | Alderson, J.C. (2000): Assessing Reading. Cambridge: Cambridge University Press. |
| [2] | Hobbs, R. (2001): «Improving Reading Comprehension by Using Media Literacy Activities», Voices from the Middle 8 (4): 44-50. |
| [3] | Anderson, N.J. (1991): «Individual Differences in Strategy Use in Second Language Reading and Testing », Modern Language Journal 75: 460-472. |
| [4] | Block, E. (1986): «The Comprehension Strategies of Second Language Readers», TESOL Quarterly 20: 463-494. |
| [5] | Carrel, P.L. (1989): «Metacognitive Awareness and Second Language Reading», Modern Language Journal 73: 121-133. |
| [6] | Carrel, P.L. (1998): «Can Reading Strategies Be Successfully Taught?», Australian Review of Applied Linguistics 21: 1-20. |
| [7] | Cohen, A.D. (2007): «Coming to Terms with Language Learner Strategies: Surveying the Experts», in Cohen, A.D., & Macaro, E. (eds.): Language Learner Strategies: Thirty years of Research and Practice. Oxford: Oxford University Press, 29-46. |
| [8] | Grabe, W. (2004): «Research on Teaching Reading», Annual Review of Applied Linguistics 24: 44-69. |
| [9] | Green, J. M., & Oxford, R. (1995): «A Closer Look at Learning Strategies, L2 Proficiency, and Gender», TESOL Quarterly, 29 (2), 261-297. |
| [10] | Grenfell, M., & Harris, V. (1999): Modern Languages and Learning Strategies In Theory and Practice. London: Routledge. |
| [11] | Guyer, E., & Peterson, P. (1988): «Language and/or Content? Principles and Procedures for Materials Development in an Adjunct Course», in Benesch, S. (ed.), Ending Remediation: Linking ESL and Content in Higher Education. Washington: TESOL, 53-66. |
| [12] | Hornby, A. S. (1989): Oxford Advanced Learners’ Dictionary of Current English. Oxford: Oxford University Press. |
| [13] | Hudson, T. (2007): Teaching Second Language Reading. Oxford: Oxford University Press. |
| [14] | Jimenez, R.P., García, G.E., & Pearson, P.D. (1996): «The Reading Strategies of Bilingual Latina/o Students Who Are Successful English Readers: Opportunities and Obstacles», Reading Research Quarterly 31 (1): 90-112. |
| [15] | Kashef, S.H, Damavand, A., & Viyani, A. (2012): «Strategies-Based ESP Instruction (SBI) of Reading Comprehension: Male vs. Female Students», International Journal of Education, 4 (2): 171-180. |
| [16] | Kintsch, W. (1998): Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press. |
| [17] | Knight, S.L., Padron, Y.N., & Waxman, H.C. (1985): «The Cognitive Reading Strategies of ESL Students», TESOL Quarterly 19: 789-792. |
| [18] | Malcolm, D. (2009): Reading Strategy Awareness of Arabic-Speaking Medical Students Studying in English. Manama, Bahrain: Arabian Gulf University, in System 37: 640–651. |
| [19] | Martínez, A.C.L. (2011): «The Relationship between Metacognitive Awareness and Reading in English as a Foreign Language», Revista de Filología 29 (1): 163-177. |
| [20] | Oxford, R.L. (1990): Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House. |
| [21] | Padron, Y.N., & Waxman, H.C. (1988): «The Effect of ESL Students’ Perceptions of Their Cognitive Strategies on Reading Achievement», TESOL Quarterly 22: 146-150. |
| [22] | Paris, S.G. (2002): «When Is Metacognition Helpful, Debilitating, or Benign?», in Chambers, P., Izaute, M., & Marescaux, P. (eds.), Metacognition: Process, Function and Use. Boston, MA.: Kluwer Academic, 105-121. |
| [23] | Pearson, P. D. (1985): «Changing the Face of Reading Comprehension Instruction», The Reading Teacher 38: 724-738. |
| [24] | Phakiti, A. (2006): «Modeling Cognitive and Metacognitive Strategies and Their Relationships to EFL Reading Test Performance», Melbourne Papers in Language Testing 1: 53-95. |
| [25] | Pourhosein Gilakjani, A., & Ahmadi, S.M. (2011): «The Relationship between L2 Reading Comprehension and Schema Theory: a Matter of Text Familiarity», International Journal of Information and Education Technology 1 (2): 142-149. |
| [26] | Pressley, M. (2002): «Comprehension Strategies Instruction: a Turn-of-the-Century Status Report», in Block, C.C., & Pressley, M. (eds.), Comprehension Instruction: Research-Based Best Practices. New York: Guilford, 11-27. |
| [27] | Pressley, M., & Afflerbach, P. (1995): Verbal Protocols of Reading: the Nature of Constructively Responsive Reading. Hillsdale, N.J.: Erlbaum Associates. |
| [28] | Royanto, L. (2012): «The Effect of An Intervention Program Based on Scaffolding to Improve Metacognitive Strategies in Reading: A Study of Year 3 Elementary School Students in Jakarta», Procedia - Social and Behavioral Sciences 69: 1601-1609. |
| [29] | Samadi, F., & Maghsoudi, M. (2013): «Bilingual versus Monolingual Learners’ Reading Comprehension Ability Regarding their Interest in Reading Comprehension Topics», European Online Journal of Natural and Social Science, 2 (2: Special Issue on Teaching and Learning): 23-34. |
| [30] | Sen, H.S. (2009): «The Relationship between the Use of Metacognitive Strategies and Reading Comprehension», Procedia - Social and Behavioral Sciences 1: 2301–2305. |
| [31] | Smith, F. (2004). Understanding Reading (6th ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates. |
| [32] | Soleimani, H., & Nabizadeh, F. (2012): «The Effect of Learner Constructed, Fill in the Map Concept Map Technique, and Summarizing Strategy on Iranian Pre-University Students’ Reading Comprehension», English Language Teaching 5 (9): 78-87. |
| [33] | Wenden. A.L. (1998): «Metacognitive Knowledge and Language Learning», Applied Linguistics 19: 515-537. |
| [34] | White, C. (1999): «Expectations and Emergent Beliefs of Self-Instructed Language Learners». System 27: 443-457. |
| [35] | Zhang, L.J. (2001): «Awareness in Reading: EFL Students’ Metacognitive Knowledge of Reading Strategies in an Acquisition-Poor Environment», Language Awareness 10: 268-288. |
| [36] | —— (2003): «Research into Chinese EFL Learner Strategies: Methods, Findings and Instructional Issues», RELC Journal: A Journal of Language Teaching and Research 34: 284-322. |
| [37] | —— (2008): «Constructivist Pedagogy in Strategic Reading Instruction: Exploring Pathways to Learner Development in the ESL Classrooms», Instructional Science: An International Journal of the Learning Sciences 36: 89-116. |
| [38] | Zhang, L.J., Gu, Y.P., & Hu, G. (2008): «A Cognitive Perspective on Singaporean Bilingual Children’s Use of Reading Strategies in Learning to Read in Variation in Adult College Students Differing in Reading Ability», in Carr, T., & Levy, B. (eds.), Reading and Its Development: Component Skills Approaches. San Diego, CA.: Academic Press, 129-159. |
| [39] | Zhang, L.J., & Wu, A. (2009): «Chinese Senior High School EFL Students’ Metacognitive Awareness and Reading-Strategy use. Reading English», British Journal of Educational Psychology 78: 245-271. |
| [40] | Block CC & Duffy GG .(2008). Research on teaching comprehension: where we’ve been and where we’re going. In CC Block & SR Parris, SR (eds). Comprehension Instruction: Research-based best practices. New York: The Guilford Press. |
| [41] | Cohen, A.D. (1990). Language Learning: Insights for Learners, Teachers, and Researchers. New York: Newbury House. |
| [42] | Cohen, A.D., & Macaro, E. (2007). Conclusions. In A.D. |
| [43] | Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 275-284).Oxford: Oxford University Press. |
| [44] | Norouzian,R& Mehdizadeh,M.(2013). Reading Strategy Repertoires in EAP Contexts: Students and Teachers in Academic Reading Strategy Use. The International Journal of Language Learning and Applied Linguistics World (IJLLALW). Volume 3 (1), May 2013; 1-11. EISSN: 2289-2737 & ISSN: 2289-3245ADD OXFORD & NYIKOS, 1989 |
| [45] | Oxford, R. L., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73 (3), 291-300. |
| [46] | Benson, P. & Voller, P. 1997. Autonomy and Independence in Language Learning. London: Longman. |
| [47] | Huang, H., Chern, C.& Lin, C. 2009, EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study. Computers and Education, vol. 52, no. 1, pp.13-26. |
APA Style
Fatemeh Azizmohammadi. (2013). Investigating the Effect of Drawing Inferences in EFL Learners Reading Comprehension Ability by Using Recall of Short Stories. International Journal of Language and Linguistics, 1(4), 155-159. https://doi.org/10.11648/j.ijll.20130104.19
ACS Style
Fatemeh Azizmohammadi. Investigating the Effect of Drawing Inferences in EFL Learners Reading Comprehension Ability by Using Recall of Short Stories. Int. J. Lang. Linguist. 2013, 1(4), 155-159. doi: 10.11648/j.ijll.20130104.19
AMA Style
Fatemeh Azizmohammadi. Investigating the Effect of Drawing Inferences in EFL Learners Reading Comprehension Ability by Using Recall of Short Stories. Int J Lang Linguist. 2013;1(4):155-159. doi: 10.11648/j.ijll.20130104.19
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijll.20130104.19,
author = {Fatemeh Azizmohammadi},
title = {Investigating the Effect of Drawing Inferences in EFL Learners Reading Comprehension Ability by Using Recall of Short Stories},
journal = {International Journal of Language and Linguistics},
volume = {1},
number = {4},
pages = {155-159},
doi = {10.11648/j.ijll.20130104.19},
url = {https://doi.org/10.11648/j.ijll.20130104.19},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20130104.19},
abstract = {Drawing inference is one of seven strategies in reading comprehension. Proficient readers use their prior knowledge about a topic and the information they have gleaned in the text thus far to make predictions about what might happen next. When teachers demonstrate or model their reading processes for students through think aloud, they often stop and predict what will happen next to show how inferring is essential for comprehending text. In this study, two fairly homogeneous groups of EFL learners were selected (N=46) in Arak University. They were studying in English translation. After taking a reading comprehension test to ensure that their reading comprehension differences are not significant, they were randomly assigned to attend a short-story course in two different sections, one serving as the experimental and the other as the control group, both studying the same short stories, and both being taught by the researcher as their instructor of the course. By using T-test and ANOVA, the researchers found that in recall test which administered two weeks later, the learners who can drawing inferences significantly outperformed the other learners in reading comprehension test.},
year = {2013}
}
TY - JOUR T1 - Investigating the Effect of Drawing Inferences in EFL Learners Reading Comprehension Ability by Using Recall of Short Stories AU - Fatemeh Azizmohammadi Y1 - 2013/11/20 PY - 2013 N1 - https://doi.org/10.11648/j.ijll.20130104.19 DO - 10.11648/j.ijll.20130104.19 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 155 EP - 159 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20130104.19 AB - Drawing inference is one of seven strategies in reading comprehension. Proficient readers use their prior knowledge about a topic and the information they have gleaned in the text thus far to make predictions about what might happen next. When teachers demonstrate or model their reading processes for students through think aloud, they often stop and predict what will happen next to show how inferring is essential for comprehending text. In this study, two fairly homogeneous groups of EFL learners were selected (N=46) in Arak University. They were studying in English translation. After taking a reading comprehension test to ensure that their reading comprehension differences are not significant, they were randomly assigned to attend a short-story course in two different sections, one serving as the experimental and the other as the control group, both studying the same short stories, and both being taught by the researcher as their instructor of the course. By using T-test and ANOVA, the researchers found that in recall test which administered two weeks later, the learners who can drawing inferences significantly outperformed the other learners in reading comprehension test. VL - 1 IS - 4 ER -
Information
Email: