Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training

Year 2018, Volume: 4 Issue: 2, 213 - 237, 26.09.2018

Mehmet Abi , Şevki Kömür

https://doi.org/10.32601/ejal.464121

Abstract

This study aimed at investigating
possible effects of reading strategy instruction on students’ language learning
style preferences and their reading proficiency levels. A total of 62 11th
grade students from three different classes (one treatment and two control
groups) of a Turkish high school took part in this experimental study which
lasted for eight weeks. In the scope of this study, Learning Style Survey (LSS)
developed by Cohen, Oxford and Chi (2005), Survey of Reading Strategies (SORS)
by Mokhtari and Sheorey (2002) and Key English Test (KET) were applied to the
target groups both before and after reading strategy instruction. The data
obtained from these three instruments were compared. Results demonstrated that
reading strategy training may have an effect on students’ language learning
style preferences, possibly leading students to be more synthesizing and field
dependent.

Keywords

Reading strategies, language learning styles, strategy based instruction, reading strategy training, metacognitive strategy training

References

• Alharbi, M. A. (2015). Reading strategies, learning styles and reading comprehension: A correlation study. Journal of Language Teaching and Research, 6(6), 1257-1268.
• Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 99-109). Cambridge, UK: Cambridge University Press.
• Black, K. (2010). Business statistics: Contemporary decision making (6th ed.). John Wiley & Sons.
• Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.
• Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York, NY: Pearson Education.
• Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). New York, NY: Pearson Education.
• Carrell, P. L. (1985). Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19(4), 727-752.
• Carrell, L. P., Pharis, G. B., & Liberto, C. J. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647-678.
• Chamot, A. U. (2008). Strategy instruction and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 266-281). Cambridge, UK: Cambridge University Press.
• Chamot, A. U., Anstrom, K., Bartoshesly, A., Belanger, A., Delett, J., Karwan, V., & Keatley, C. (2003). The elementary immersion learning strategies resource guide. Retrieved from www.ncrlc.org/eils/
• Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.
• Cohen, A. D. (2003). The learners' side of foreign language learning: Where do styles, strategies, and tasks meet? International Review of Applied Linguistics in Language Teaching, 41(4), 279-291.
• Cohen, A. D. (2010). Focus on the language learner styles, strategies and motivation. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed., pp. 161-178). London, UK: Hodder Education.
• Cohen, A. D., Oxford, R. L., & Chi, J. C. (2005). Learning style survey for young learners: Assesing your own learning styles. Retrieved from http://www.carla.umn.edu/about/profi les/Cohen.html
• Cohen, A. D. (1998). Strategies in learning and using a second language. London, UK: Longman.
• Cohen, A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 29-46). New York, NY: Oxford University Press.
• Cohen, A. D. (2008). Strategy instruction for learners of Japanese: How do you do it and what's in it for them? In Y. A. Hatasa (Ed.), Gaikokugo to shite no nhongo kyooiku: Takakutei shiya ni motozuku kokoromi 'Japanese as a foreign language education: Multiple perspectives (pp. 45-60). Tokyo: Kurosia Shuppan.
• Cohen, A. D. (2011). Method and instruction in second language teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching (pp. 681-698). Abingdon, UK: Routledge.
• Cohen, A. D., & Weaver, S. J. (2006). Styles-and strategies-based instruction: A teachers' guide. Minneapolis: MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
• Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues in field settings. Boston, MA: Houghton Mifflin.
• Cotteral, S. (2008). Autonomy and good language learner. In C. Griffiths (Ed.), Lessons from good language learners (pp. 110-120). Cambridge, UK: Cambridge University Press.
• Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
• Döryei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). London, UK: Continuum International Publishing Group.
• Erhman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview on individual differences in second language learning. System, 31, 313-330.
• Erler, L., & Finkbeiner, C. (2007). A review of reading strategies: Focus on the impact of first language. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 187-206). New York, NY: Oxford University Press.
• Fehrenbach, C. R. (1991). Gifted/Average readers do they use the same reading strategies? Gifted Child Quarterly, 35(3), 125-127.
• Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: Guidelines for ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 187-203). USA: Heinle & Heinle.
• Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency and gender. TESOL Quarterly, 29(2), 261-297.
• Grenfell, M., & Harris, V. (2002). Modern languages and learning strategies in theory and practice. London: Routledge.
• Grenfell, M., & Macaro, E. (2007). Claims and critiques. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 9-28). New York: Oxford University Press.
• Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 83-98). Cambridge: Cambridge University press, UK.
• Gürses, M. Ö., Bouvet, E. (2016). Investigating reading comprehension and learning styles in relation to reading strategies in L2. Reading in a Foreign Language, 28(1), 20-42.
• Hedge, T. (2008). Teaching and learning in the classroom. Oxford: Oxford University Press.
• Jafarpanah, Z., & Farahian M. (2016). The relationship between learning styles and metacognitive reading strategy of EFL learners. International Research in Education. 4(1), 47-54.
• Jie, L. (2006). Language learning styles and learning strategies of tertiary level English learners in China. Regional Language Center Journal, 37(1), 67-90.
• Kellerman, E. (1991). Compensatory strategies in second language research: A critique, a revision and some implications for the classroom. In R. Philipson, E. Kellerman, L. Selinker, M. Sharwood Smith, & M. Swain (Eds.), Foreign/second language pedagogy research. (pp. 142-161). Clevendon: Multilingual Matters, UK.
• Kinsella, K. (1995). Understanding and empowering diverse learners. In J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 170-194). Boston, Mass: Heinle.
• Kirby, J. R. (1988). Style strategy and skill in reading. In Schmeck R. R. (Ed), Learning strategies and learning styles. Springer Science and Business Media, New York.
• Kolb, D. A. (1976). Management and learning process. California Management Review, 15(3), 20-31.
• Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, N.J: Lawrence Erlbaum Associates.
• Lee, K. R. (2007). Strategy awareness-raising for success: Reading strategy instruction in the EFL context (Unpublished Doctoral Dissertation). University of Maryland, College Park, MD.
• Lee, K. R., & Oxford, R. L. (2008). Understanding EFL learners' strategy use and strategy awareness. The Asian EFL Journal, 10(1), 7-32.
• Macaro, E. (2010). Second language acquisition: the landscape, the scholarship and the reader. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 3-28). London: Continuum International Publishing.
• Macaro, E., & Erler, L. (2008). Raising the achievement of young readers of French through strategy instruction. Applied Linguistics, 29(1), 90-119.
• McNamara, D. S. (2004). SERT: Self-explanation reading training. Discourse Processes, 38, 1-30.
• Mohammadi, M., Birjandi, P., & Maftoon, P. (2015). Learning strategy training and the shift in learners’ beliefs about language learning: A reading comprehension context. SAGE Open, 1-11.
• Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students reading strategies. Journal of Developmental Education, 25(3), 2-10.
• Nam, C., & Oxford, R. L. (1998). Portrait of a future teacher: Case study of learning styles, strategies, and language disabilities. System, 26, 51-63.
• Nel, C. (2008). Learning style and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 49-60). Cambridge, UK: Cambridge University Press.
• Nyikos, M. (2008). Gender and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 73-82). Cambridge, UK: Cambridge University Press.
• O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
• Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
• Oxford, R. L. (1995). Patterns of cultural identity. Boston: Heinle & Heinle.
• Oxfrod , R. L. (1993). Style analysis survey (SAS). University of Alabama, Tuscaloona, AL.
• Oxford, R. L. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 359-366). Boston: Heinle & Heinle.
• Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. Review of Applied Linguistics in Language Teaching, 41, 271-278.
• Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS program (4th Ed.). Allen & Unwin, Berkshire.
• Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activities. Cognition and Instruction, 12, 117-175.
• Reid, J. M. (1987, March). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-110.
• Reid, J. M. (1998). Understanding learning styles in the second language classroom. Upper Saddle River, NJ: Prentice Hall Regents
• Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9(1), 41-51.
• Rubin, J., Chamot, A. U., Harris, V., & Anderson, N. J. (2007). Intervening in the use of strategies. In A. D. Cohen, & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 141-160). New York, NY: Oxford University Press.
• Scarella, R. C., & Oxford, R. L. (1992). The Tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.
• Silverman, D. & Marvasti, A. (2008). Doing qualitative research, A comprehensive guide. Los Angeles: SAGE Publications
• Singhal, M. (2011). Reading proficiency, reading strategies, metacognitive awareness and L2 readers. Reading Matrix: An International Online Journal, 1(1), 1-23.
• Su, M.-H., & Duo, P.-C. (2012). EFL learners' language learning strategy use and perceived self-efficacy. European Journal of Social Sciences, 27(3), 335-345.
• Swan, C. K. (2015). Effects of online reading strategies and learning styles on reading comprehension of Malaysian tertiary ESL learners. PhD thesis, University Putra Malaysia.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th Ed.). New York: Allyn and Bacon.
• Tsai, Y. –R (2012). Investigating the relationship among cognitive learning styles, motivation and strategy use in reading English as a foreign language. International Journal of Business and Social Sciences, 3(13), 188-197.
• Uhrig, K. (2015). Learning styles and strategies for language use in the context of academic reading tasks. System, 50, 21-31.
• Wallace, C. (1992). Reading. In C. N. Candlin, & H. G. Widdowson (Eds.), Language teaching: A scheme for teacher education. Hong Kong: Oxford University Press.
• Wenden, A. L., & Rubin, J. (. (1987). Learner strategies in language learning. New York: Prentice Hall.
• White, H., & S. Sabarwal (2014). Quasi-experimental design and methods, methodological briefs: Impact evaluation 8, UNICEF Office of Research, Florence.
• Williams, M., & Burden, R. L. (2000). Psychology for language teacher: A social constructivist approach. Cambridge, UK: Cambridge University Press.
• Wong, L. L., & Nunan, D. (2011). The learning style and strategies of effective language learners. System, 39, 144-163.
• Young W. L. (2006). The relationship between individual differences, training in second language aural comprehension strategies and performance in year 9 Indonesian language students. Retrieved from http://ro.ecu.edu.au/thesis/105.
• Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: Exploring pathways to learner development in the English as a second language. Instr Sci, 36, 89-116.
• Zhang, L. J., Gu, P. Y., & Hu, G. (2008). A Cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read. British Journal of Educational Psychology 78, 245-271