This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language(EFL/ESL).The author examines empirical studies published from 200...This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language(EFL/ESL).The author examines empirical studies published from 2000 to 2017 in order to answer two research questions:(a)What factors relate to the college-level EFL/ESL learners’use of reading strategies?(b)How do these factors relate to college-level EFL/ESL learners’use of reading strategies?An initial review of the literature identifies four factors related to EFL/ESL learners’reading strategy use:English proficiency,first language(L1)literacy experience,gender,and motivation.For reasons of space,this article only reports and discusses findings on the first two factors.(1)English proficiency:High-proficiency readers use more metacognitive,support,global,and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers.They also differ from low-proficiency readers in learning reading strategies.(2)L1 literacy experience:EFL/ESL readers’L1 linguistic features and L1 reading experience shape their strategy use when they read English.展开更多
文摘This paper systematically reviews factors related to the use of reading strategies among college-level learners of English as a foreign/second language(EFL/ESL).The author examines empirical studies published from 2000 to 2017 in order to answer two research questions:(a)What factors relate to the college-level EFL/ESL learners’use of reading strategies?(b)How do these factors relate to college-level EFL/ESL learners’use of reading strategies?An initial review of the literature identifies four factors related to EFL/ESL learners’reading strategy use:English proficiency,first language(L1)literacy experience,gender,and motivation.For reasons of space,this article only reports and discusses findings on the first two factors.(1)English proficiency:High-proficiency readers use more metacognitive,support,global,and problem-solving strategies and have more metacognitive knowledge of strategy use than low-proficiency readers.They also differ from low-proficiency readers in learning reading strategies.(2)L1 literacy experience:EFL/ESL readers’L1 linguistic features and L1 reading experience shape their strategy use when they read English.
