di erences of reading strategy use of beginners ... · reading strategy use in the korean contexts...

Differences of Reading Strategy Use ofBeginners, Intermediate and AdvancedLearners in English Test Type Texts

Jyun Bang1 and Hyeseong Ahn2∗1Busan Metropolitan City

Institute for Gifted Education and Promotion,74, Togok-ro, Yeonje-gu, Busan, 47584, Korea

2Busan University of Foreign Studies,485-65, Geumsem-ro, Geumjung-gu,

Busan, 46234, Korea

Abstract

The goal of the study was to explore the differencesof reading strategy use among beginners, intermediate andadvanced learners in English test type texts. In order tocomplete the goal, 60 university learners participated in thequantitative study and 6 ones took part in the in-depth in-terviews. Also, the learners read the English test type textswhich were used in the TOEIC and TOEFL tests and wereasked to report what difficulties and reading strategies theyhad and used during their reading. The questionnaire datawas analyzed by one-way ANOVA and descriptive statisticsand the qualitative data was analyzed in terms of readingdifficulties and reading strategies. The study found thatadvanced learners tended to use various reading strategiesmore frequently than beginners and intermediate learnersduring the reading of the English test type texts. In terms ofthe interview data, there were similar and different charac-teristics of reading strategies used among the three groups.Beginners and intermediate learners tended to rely on infor-mation processing at word or sentence levels. On the other

International Journal of Pure and Applied MathematicsVolume 118 No. 24 2018ISSN: 1314-3395 (on-line version)url: http://www.acadpubl.eu/hub/Special Issue http://www.acadpubl.eu/hub/

hand, advanced learners tended to use more reading strate-gies such as using background knowledge, finding the mainidea, planning reading, and looking through the structureof the passage. The study provides educational implicationsfor effective reading in second language classes.

Key Words : EFL learners, L2 learners, Reading Dif-ficulties, Reading English Text, Reading Strategy

1 INTRODUCTION

READING is one of the most important skills in the second lan-guage learning since it is a more basic skill compared to listen-ing, speaking, and writing abilities. Also, reading is necessary tomaster other linguistic skills such as speaking and writing. Eventhough reading is one of the primary abilities, many second lan-guage learners had difficulties reading in their second languagelearning because they tended to read the English test type likedecoding passwords. For effective reading, learners should use theeffective reading strategies. Reading strategy is defined as the com-prehension processes that readers use in order to figure out whatthey read (Brantmeier, 2002). Ways to enhance reading strategiesare of great interest in the field of reading research (Lau, 2006; Zareand Mobarakeh, 2011). Thus, many scholars have conducted thequantitative or qualitative studies to examine the strategies whichsuccessful second language learners used while they read Englishtexts.

Studies on reading strategies used in second or foreign languagelearning have been increased in ESL and EFL contexts. On theone hand, many studies on reading strategy have been qualified assuccessful or unsuccessful by readers by asking them what kinds ofreading strategies they used the most or least frequently in ESLcontexts (Carrell, 1989; Grabe, 1991; Shih, 1992; Shinghal, 2001;Hoang, 2016). On the other hand, there have been a few studieson reading strategy used in EFL and Korean contexts (Lee, 2004;Joh, 2013; Suh, 2013). These studies have drawn out several gener-alized results. First, successful readers tended to use more readingstrategies than unsuccessful readers. In the similar vein, higher pro-

International Journal of Pure and Applied Mathematics Special Issue

ficient readers used more reading strategies on comprehension tests(Suh, 2013). Also, it was found that successful learners tendedto use top-down processes more frequently while low level learn-ers used bottom-up processes more frequently than others (Carrell,1989; Suh, 2013; Hoang, 2016). These previous studies on the read-ing strategy use have explored the effectiveness of reading strategyinstruction on reading ability, the effectiveness of explicit Englishreading strategy instructions on the positive improvement of learn-ers’ abilities (Song, 1999; Kim, 2006), and strategy use pattern oflearners in English texts (Chang, 2012; Maeng, 2014). Moreover,most of the previous studies of reading strategy use have been con-ducted in quantitative or qualitative manners.

However, there have been few attempts to examine the wayin which Korean readers at all three levels, beginners, intermedi-ate, and advanced learners, comprehended English test type texts,while applying their own reading strategies. Also, few studies onreading strategy use in the Korean contexts have been carried outin quantitative and qualitative ways. In order to find the natureof a learners’ reading strategy, it is necessary to explore how Ko-rean beginners, intermediate, and advanced learners understandthe English test type texts in terms of reading strategy use. Thisstudy aimed at finding out (1) while beginners, intermediate, andadvanced learners read passages, what kinds of difficulties do theyhave? (2) What kinds of reading strategies do they use to overcomethese difficulties?

2 RESEARCH METHODS

A. ParticipantsThe participants of the study (ages ranged from 21 to 26, Mean

=23.2) were 60 Korean EFL learners (Male=31, Female=29) forthe questionnaire. All of them were university students, taking acourse in English for academic purposes, which aimed at improv-ing student’s reading comprehension in TOEIC. The participantswere from different departments such as Business Administration,Chinese, EU Area Studies, Hindi, International Trade, Spanish,Turkish and Vietnamese. They studied English for at least 10


years before they were admitted into a university. For this study,they were divided into beginners, intermediate and advanced groupsbased on their TOEIC score (Beginner=12, Intermediate=30, Ad-vanced=18). As shown in <Table 1>, among the 60 students, sixparticipants (Male=3, Female=3) were chosen as a focus group forin-depth interviews. Two students were selected from each group.The personal information was in Table 1.

B. Procedure and Date AnalysisThe study had been conducted from March 20, 2017 to July

20, 2017. The pre-test was taken to assess participants’ levels for50 minutes on February 21st, 2017. The test consisted of two pas-sages taken from the TOEIC and TOEFL test type texts and 10multiple-choice questions in total. Right after the completion of thepre-test, the participants were asked to complete the questionnaireon March 3rd, 2017. The questionnaire was made and revised forthe participants in this study based on an interview guide for read-ing strategies (Hosenfeld et al., 1981). There were 30 items used ona 5-point Likert scale ranging from 1(Never), 3(Sometimes) and 5(Always). Third, the in-depth interviews had been carried out for


the participants in the focus group twice. Interviews lasted about60 minutes and used the English Passage. The questions for the in-terviews were as follows: (1) How did they read the English texts?(2) What kinds of difficulties did they have during their reading?How did they overcome the difficulties? (3) Did they have any dif-ficulties with unknown words? How did they manage the unknownwords? (4) Did they have any difficulties with understanding thesentence structures? How did they manage the difficulties withsentence structures? (5) Did they have any difficulties with un-derstanding the meanings of sentences, despite familiarity with thewords or sentences used? (6) How did they manage the sentencesthat were unclear, as in the above cases? The think-aloud pro-tocol was utilized to get the detailed reading strategy used whilereading since it was useful to obtain in-depth information from stu-dents (Anderson, 1991). It was conducted in Korean because it wasessential for participants to express themselves thoroughly. In or-der to analyze the differences in the reading processes and readingstrategies by groups based on the quantitative data, a series of one-way ANOVA and descriptive analysis were mainly used. Also, theinterview data were audio-taped and transcribed. All transcribeddata were read by the researchers line by line and coding was usedto categorize the recurring themes related to reading processes andreading strategies which the participants used during their reading.

3 RESULTS AND FINDINGS

C. Differences in Reading Strategy Use among Three Groups inQuantitative Data

The reading strategies among three groups were analyzed byone-way ANOVA to examine the differences in reading strategy useamong three groups while they read English texts. The results wereas follows.


Table 2. 1. Using background knowledge, 2. Rereading the dif-ficult parts, 3. Skimming, 4. Scanning, 5. chunking, 6. Rereadingword by word, 7. Making predictions, 8. Guessing the genre, 9.


Inferencing, 10. Evaluating and correcting misunderstanding, 11.Integrating information, 12. Analyzing paragraph structures, 13.Analyzing sentence structures, 14. Looking for connecting words,15. Inferencing the meaning of unknown words, 16. Paraphrasing,17. Understanding authors’ intention, 18. Translating a word orphrase into L1, 19. Skipping unknown words, 20. Analyzing thesentence back and forth, 21. Analyzing the grammatical category ofwords, 22. Reading the title, 23. Keep reading without understand-ing, 24. Looking for the sentences which have similar meaning, 25.Analyzing word meaning, 26. Analyzing paragraph meaning ratherthan word meaning, 27. Using visual aids, 28. Skipping unimpor-tant words, 29. Using the evidence, 30. Looking backward fromtime to time.

As Table 2 showed, there were differences in beginners, inter-mediate, and advanced learners’ reading strategy use. First of all,there were the statistically significant differences of many read-ing strategies such as “using background knowledge” (F=12.957,Sig=.000), “re-reading difficult parts” (F=4.915, Sig=.011), “scan-ning” (F=3.998, Sig=.024), “making prediction” (F=6.404, Sig=.003),“guessing the genre” (F=5.700, Sig=.006), “inferencing” (F=17.902,Sig=.000), “evaluating and correcting misunderstanding” (F=10.851,Sig=.000), “integrating information” (F=2.585, Sig=.034), “ana-lyzing paragraph” (F=5.809, Sig=.0005), “analyzing sentence struc-tures” (F=6.567, Sig=.003), “paraphrasing” (F=4.210, Sig=.020)“skipping unknown words” (F=5.700, Sig=.006), “reading the title”(F=7.720, Sig=.001), “looking for the sentences which have simi-lar meaning” (F=9.391, Sig=.000), “using visual aids” (F=3.876,Sig=.026) and “looking backward from time to time” (F=6.369,Sig=.003).

The reading strategies such as “using background knowledgeof the topic” (M=4.11, SD=1,410), “rereading the difficult parts”(M=4.56, SD=1.294), “scanning” (M=4.56, SD=.856), “makingprediction” (M=4.33, SD=.970), “guessing the genre” (M=4.11,SD=1.410), “inferencing” (M=4.33, SD=.970), “evaluating and cor-recting misunderstanding” (M=3.44, SD=1.617), “integrating in-formation” (M=3.44, SD=1.294), “analyzing paragraph structure”(M=4.11, SD=1.410), “analyzing sentence structure” (M=4.11, SD


=1,410), “paraphrasing” (M=3.67, SD=1.372), “reading the title”(M=4.78, SD=.647), “using visual aids” (M=4.11, SD=1.023) wereused by advanced learners the most. Also, the strategies “look-ing for the sentences which have the similar meaning” (M=3.80,SD=1.243) and “looking backward from time to time” (M=2.73,SD=1.461) were utilized intermediate learners more frequently thanbeginners and advanced learners. Lastly, a strategy, “skipping un-known words” (M=5.00, SD=.000) was used by beginners the most.

However, there is no statistically difference of reading strategieslike ”skimming” (F=3.09, Sig=.054), ”chunking” (F=1.57, Sig=.215), ”reading word by word” (F=1.35, Sig=.265), ”looking forconnecting word” (F=6.95, Sig=.002), ”inferencing the meaningof the unknown words” (F=1.38, Sig=.259), ”understanding au-thors’ intention” (F=.95, Sig=.391), ”translating a word or a phraseinto L1” (F=2.38, Sig=.101), ”analyzing the sentence” (F=1.36,Sig=.264), ”keep reading without understanding” (F=.15, Sig=.860),”analyzing word meaning” (F=.89, Sig=.413), ”analyzing para-graph meaning rather than word meaning” (F=2.42, Sig =.097),”skipping unimportant words” (F=1.15, Sig=.323), and ”using theevidence” (F=2.41, Sig=.098).

The reading strategies which advanced learners used the mostwere “skimming” (M=3.89, SD=1.02), “looking for the connect-ing words” (M=4.33, SD=1.37), “inferencing the meaning of un-known words” (M=4.33, SD=.97), “understanding author’s inten-tion” (M=3.67, SD=.97), “translating a word or a phrase into L1”(M=4.56, SD=.85), “analyzing the sentence” (M=4.33, SD=.97),“analyzing the grammatical category of words” (M=3.67, SD=1.68),“analyzing word meaning” (M=3.00, SD=1.68), “analyzing para-graph meaning rather than word meaning” (M=4.33, SD=.97), and“using the evidence” (M=4.11, SD=1.02). The strategies whichintermediate learners utilized more frequently than others were“chunking” (M=4.20, SD=1.21) and “keeping reading without un-derstanding” (M=4.47, SD=.09). The strategy such as “readingword by word” (M=3.33, SD=1.43) was employed by beginners themost.


D. Differences in Reading Strategy Use among Three Groups inQualitative Data

Data from the participants’ interviews were transcribed andcoded in order to elucidate recurring themes related to readingstrategies which beginners, intermediate, and advanced learnersused while reading the English test type texts. The reading strate-gies which the learners employed during the reading English test-texts were as follows.


As shown in Table 3, beginners tended to read the passage firstand read the question. When beginners faced words they under-stood in the passage, they circled or underlined them. In order toinfer the meaning of the unknown word(s), they utilized words theyunderstand from the example questions, the similar words whichwere in the passage and the questions, words which they alreadyknew from time to time, and prefixes or suffixes.

At first, I thought I learned the word ‘deaf’ when Iprepared for the Korean SAT. However, I misunder-stood the word because I confused ‘deaf’ for ‘deep’.I tried to get the meaning of the word by using themeaning of ‘deep’. But I failed. I did not know theword, deaf’. I found the word ‘sign language’. (Anexcerpt from the interview with a beginner)

Unfortunately, beginners did not have enough knowledge aboutEnglish grammar. They could not find the subject or the verb inthe sentence, especially, in complex sentences. In order to overcome


these difficulties, they tended to ignore the sentence or put the slashbefore that-clause, comma, and prepositions.

I just put the slash without any ideas about (Englishgrammar). I just put the slash before the relativepronoun ‘that’, before comma, and before the prepo-sitions. I am not sure what kinds of prepositions thereare. I just put the slash before the prepositions thatI knew. (An excerpt from the interview with a begin-ner)

Beginners were likely to find the main topics by realizing thetype of the passages, the title of the passage or the words which wereabove the passages or words in the passage. They had a tendencyto read the first sentence very carefully because they thought thefirst sentence were likely to be the main topic of the passage. Eventhough they could interpret the individual parts of the sentencesuch as subjects and verbs, they had difficulties integrating themto figure out the meaning of the whole sentence. They guessedthe meaning of the whole sentence by using several words in thesentence they could just figure out. Finally, beginners tended toread the parts and before or after the parts including the sameword which were used in the passages and in the question.

I tried to find the words which were similar to in theexample of the question in the passage. I checkedwhether or not similar words in the example were inthe paragraph. If I read the examples roughly andfound the word, ‘Japanese’, I thought that the para-graph was about Japan. Then, I just could see thewords ‘Tokyo’ and ‘Japan’ in the example to answerthe question. (An excerpt from the interview with abeginner)

Biginners compared these parts with the question to find theanswer. They tried to find the same words that were representedin the passage repeatedly or the words which were similar to thewords in the passage.

Intermediate learners had limited knowledge about English vo-cabulary and English grammar. They had difficulties translating


the sentence even though they could understand the structure ofthe sentence because they had some unknown words in the sen-tences. In order to infer the meanings of the unknown words, theyre-read the sentences, before or after the sentences including theunknown words. They used the grammatical components such asconjunctions and the main verbs, various different meanings of thewords, and the words they already knew. Intermediate learners alsodid not have enough understanding of the English grammar. Theycould understand the structure of the sentences by counting thenumber of the subjects, the verbs and the conjunctions, like ’that’.

I practiced it many times. I practiced finding sub-jects, verbs, and conjunctions. Based on the numberof the conjunctions, I found the number of the verbs.I practiced a lot. I checked how many conjunctionsor verbs there are depending on the number of theconjunctions. (An excerpt from the interview with anintermediate learner)

However, they still had difficulties finding subjects and verbs inthe complex sentences.

Furthermore, intermediate learners attempted to find out themain topic of the passage at first and read the whole passageroughly circling or underlining the important parts. After read-ing, they read before or after the parts which they circled or un-derlined again. They used the type of the passage or the title ofthe passage to decide which parts were important or not becausethey thought that the type of the passage could be backgroundknowledge to figure out what the passage said about. They circledprepositions, ‘whether or’ and proper nouns because they thoughtthat they (preposition, whether or and proper nouns) were impor-tant. Then they read the passage through focusing on the partsthey circled. Interestingly, they skipped the sentences which theycould not interpret. They never read the part which they had diffi-culties understanding again. When they encountered the sentencesthey could not figure out, they tried to interpret the sentence fromthe end of the sentence to the beginning of the sentence.


I skipped over the parts in the sentence which I couldnot translate. At that time, I gave up making sense ofthe sentence. I jumped into the next sentence. I didnot translate and read the whole sentence. I startedreading the next sentence immediately. (An excerptfrom the interview with an intermediate learner)

They interpreted the sentence from the beginning of the sen-tence again. The reason why they thought this was because theword order in Koran was different from that in English. There-fore, they could interpret the sentence naturally if they translatedit from the end of the sentence.

When they encountered the unknown words, advanced learnersattempted to think whether or not the words were in importantparts. If the words were in the unimportant sentences, they wereinclined to skip to infer the meanings of the words. If the wordswere in the sentences including the important information, theyutilized various strategies such as using the sentences before or afterthe sentences including the unknown words or using the meaningof another word in the same sentence to infer the meaning of thewords.

When I came across an unknown word which was inthe sentence including important information, I triedto get it. When I thought that it was not important,I just skipped it. When I faced the words which Ididn’t know, I tried to get the meaning of the word indifferent ways. I read the sentence before and after theword and found the main idea of the passages...andthen I tried to get the meaning of the word, little bylittle... I could have the meaning... (An excerpt fromthe interview with an advanced learner)

Also, advanced learners did not analyze or chunk the sentencesbecause they had enough knowledge about the English grammarand they could understand what the passage said and they thoughtthe sentences were not complex.


I did not need to put the slash in the sentence becauseI could understand the whole passage. Even though Ifaced many unknown words, I could understand thembecause the sentences were not complex and I couldunderstand it using my background knowledge and Icould infer the meaning easily. Thus, I did not chunkthe sentence or put the slash in the sentence. (Anexcerpt from the interview with an advanced learner)

However, they often circled or put star mark on the conjunctionsto understand the flow of the passage. More interestingly, they readthe passages focusing on verbs, nouns, or conjunctions because theythought that adjectives and adverbs were not important when theyread the sentences. Further, advanced learners read circling thepart of the main topic to find it easily after reading the passage.In order to find the main ideas, they used the structure of thepassage and the title of the passage, and read the first sentenceor the last sentence of the passage with care. They attempted tofind out the author’s intentions or keywords because they thoughtthat they could infer the meanings of the sentences which they haddifficulties figuring out by using the intentions and the key words.

When the authors wrote the paragraph, she or hechose one main topic and tended to describe the wholepassage focusing on the main topic like telling a story.The keyword which the authors would like to describein the paragraph was ‘grammar’. I think that the au-thor told us a story about the grammar. I felt. (Anexcerpt from the interview with an advanced learner)

They read through the whole passage many times when theyhad difficulties figuring out the flow of the passages or the contentsof the passage. Interestingly, they skipped the sentences which in-cluded unimportant information. Finally, they used backgroundknowledge to infer the meaning of the sentence. Finally, advancedlearners tended to read the questions before reading the passage be-cause they could figure out what they should read carefully. Theyread the whole passage through from time to time when they en-countered the inferential questions. They read the sentences beforeor after the key sentence including the main idea or information


or to figure out or find the main topic because they thought thatthese sentences included the main idea of the passage. Finally, theyunderlined the important words or phrases of the questions to findout the answers quickly.

4 CONCLUSION

The purpose of this study was to examine the similarities and differ-ences in reading strategy used among beginners, intermediate, andadvanced learners during their reading of English test type texts.As a result, the synthesized findings of the participant’s pattern ofreading strategy use reveal a common characteristic. Three groupsused the title or the type of the paragraph to find the meaning ofthe passage. Also, they circled or underlined the words, phrases,and sentences which were important, they thought. However, be-ginners and intermediates circled and underlined words or phrasesprimarily. On the other hand, advanced learners did the sentencesincluding the main topics.

It was noticeable that three groups relied on different readingstrategies. Advanced learners in this study seemed to use morereading strategies and use a greater variety of them than beginnersand intermediate learners because English proficiency might be re-sponsible for advanced learners’ frequency of reading strategies.

Many researchers demonstrated that less proficient learners ap-peared to rely more on information processing at the sentence levelor the word level. In the same vein, the finding of this study did sup-port this idea that beginners and intermediate learners frequentlyfocus on word-centered strategies like “using prefixed or suffixed toinfer the meaning of the unknown words”, “the words which theyalready knew”, “using grammatical components” to find the mean-ings of the unknown words and “analyzing the words or the sen-tences”, “utilizing repeatedly represented words” to find the mainideas due to their limited knowledge about the English vocabularyand grammar. Beginners and intermediate learners in this studyattempted to translated the sentences which they had difficultiesfiguring out from the end of the sentences.


Advanced learner in this study skipped to infer the meaningsof the unknown words which were not important. Interestingly,intermediate learners tended to skip the words or the sentenceswhich they had difficulties understanding or translating the sen-tences which is not relevant to the managing time allocation. Ad-ditionally, Advanced learners browsed the whole passage, read thefirst and the last sentence, thought about the main idea, and usedthe background knowledge for their better understanding. Also,they found the clues to the meanings of the unknown words fromthe context. Further, re-reading the sentence was the different read-ing strategy between proficient learners and less proficient learnersto find the answer. Intermediate and advanced learners in thisstudy tended to read the sentences which were related to the ques-tion, especially inferential question many times until They foundthe answer.

Teachers and learners should identify what reading strategies areneeded for reading English test type texts effectively. Even thoughteachers know learners’ individual differences, they might fail toapply the differences to the actual L2 teaching. Thus, they shouldrecognize their learners’ individual differences through self-reportswhich helps learners enhance their reading abilities. In order todo so, teachers should appropriate instructions with learners de-pending on their prepare. For advanced learners, teachers shouldgive them more opportunities to realize their own reading strategieswhich they already utilized and to use them more. Also, teachersshould give intermediate learners appropriate instructions to prac-tice the reading strategies. Finally, teachers should help beginnersthe chances not only to prepare English grammar but also to ex-pand their English vocabulary.

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