A Study of English Reading Strategies Used by Grade 12 Students in Mueang District, Chachoengsao Province
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Abstract
The aims of this study were 1) to investigate English reading strategies employed by Grade 12 students in Mueang District, Chachoengsao Province and 2) to compare English reading strategy use of those with different English reading abilities. One hundred and five Grade 12 students in Mueang District, Chachoengsao Province participated in this study. Quantitative data collected from Survey of Reading Strategies or SORS (Mokhtari & Sheorey, 2002) and a validated reading comprehension test was analyzed using descriptive statistics. Qualitative data drawn from semi-structured interview was analyzed by content analysis. The findings show that Grade 12 students in Mueang District, Chachoengsao Province used English reading strategies at a high level. Support strategies were employed mostly, followed by problem solving strategies and global reading strategies, respectively. There was a statistically significant difference between reading strategy use of the students with high and low reading abilities at 0.05 level. The students with high reading ability used English reading strategies at a high level with the highest use of global reading strategies, followed by problem solving strategies and support strategies, respectively. The students with low reading ability employed English reading strategies at a medium level with the highest use of support strategies, followed by problem solving strategies and global reading strategies, respectively. Content analysis reveals two more reading strategies the students with high reading ability used before reading that is not included in the framework of Mokhtari and Sheorey (2002), namely previewing text from grammatical structures and reading questions before text.
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