Query: reading strategies among graduate students

title: Metacognitive Online Reading Strategies among Graduate Students: Does the Proficiency Level Make a Difference?
abstract: 1. IntroductionPeople who are studying English for whether academic or non academic purposes like self study for long life learning, in order to be knowledgeable and successful in English have to learn all four language skills: listening, speaking, reading, and writing. However, reading is the most essential skill, because the ability to read in English will make progress and attain greater development in all academic areas for learners in ac ademic and non academic contexts (Anderson, 1999) Therefor readin g can be done by traditional offline or printed materials like textbooks, and by online materials such as Internet. The focus of this study was to reading on the Internet for academic purposes.Within the era of information technology reading on the Intern et is increasingly important by EFL learners, because they access to a huge bulk of information on different webpages, specifically for their academic pu rposes. On the importance of the Internet in reading comprehension Coiro claims that "Electronic texts introduce new supports as well as new challenges that can have a great impact on an ind ividual's ability to comprehend what he or she reads. The Internet, in particular, provides new text formats, new purposes for reading, and new ways to interact with information that can confuse and overwhelm people taught to extract meaning from only conventional print" (2003, p. 458).Is reading offline (printed) or online materials enough to be a good learner or to get prosperity in learning in general, and language learning in particular? The answer is too clear, 'NO' If language learners want to be successful in their language learning process, they have to be equipped with the ability to exploit some on the spot measures, commonly known as 'learning strategies' to enhance learning efficiency while involved in the process of learning. Oxford (1990) defines them as "specific actions" employed by a learner to make the learning task easier and faster by giving it the qualities of enjoyment, self directedness, effectiveness, and transferability to other situations.Therefore there is a classification which bunches these strategies in different groups. Oxford (2003) classifies learning strategies into six groups: cognitive, metacognitive, memory related, compensatory, affective, and social. These six categories (which underlie the Strategy Inventory for Language Learning (SILL) used by Oxford and others for a great deal of research in the learning strategy field) were further divided into direct strategies (those which directly involve the target language such as reviewing and practicing) and indirect strategies (those which provide indirect support for language learning such as planning, co operating and seeking opportunities) The six groups can be utilized for all the language skills i.e. listening, speaking, rea ding, and writing.In the scope of reading comprehension ability the learners can use and be aware of three types of metacogn itive strategies whether encountering offline or online texts: 1) Global Reading Strategies, 2) Problem solving Reading Strategies, and 3) Support Reading Strategies. "Specifically, in the era of digital information, having the skills and strategies to comprehend and respond to information on the Internet [as the most important online source] undeniably plays a crucial role in students' success" Pookcharoen (2009, p. 2) asserts. The reason of this claim is that the new technology has been altered as an inevitable part of the teaching and learning process, particularly language curriculums. The focus of this study was on the above three metacognitive strategies used by the learners who wanted to read academic texts on the Internet.1.2. Statement of the ProblemReading is a source of difficulty for second language (L2) learners. The pr oblems that they encounter could be due to a number of factors including lack of appropriate reading strategies, lack of background knowledge related to the topic, the target language, or attitudes toward reading, to mention a few (Al Tamini, 2006)

title: Meta cognitive Awareness of Reading Strategies of Iranian Graduate Students across Different Disciplines
abstract: The current study aimed to investigate meta cognitive awareness of reading strategies among Iranian graduate students across different disciplines and the possible differences in meta cognitive awareness and using categories of meta cognitive strategies as well as the reasons of high meta cognitive awareness of some students. This study conducted a mixed method approach. For the quantitative part, 80 graduate students filled out Survey of Reading Strategies (SORS) by Mokhtari and Sheorey (2002) and for the qualitative part, 30 graduate students took part in semi structured interviews. The results of this study indicated that all participants were generally highly aware of meta cognitive reading strategies. One Way ANOVA showed that there was a significant difference in using categories of meta cognitive reading strategies. Interview findings also demonstrated that highly meta cognitive aware students had a background in learning reading strategies. The SORS questionnaire could be modified by adding two more strategies of "Reviewing" and "Making the English word resemble a word in the mother tongue" disclosed through the interview analyses.

title: Searching strategies and reading strategies for English E journal articles used by EFL graduate students
abstract: This study empirically examined the strategies used by English as Foreign Language (EFL) graduate students for searching and reading English e journal articles (EEJAs) The relationship between EEJA searching strategy (ESS) and EEJA reading strategy (ERS) and the differences among students in terms of their individual characteristics were also examined. Data was collected from 383 graduate students enrolled at 15 various universities using a structured survey questionnaire and then analyzed using descriptive statistics, Pearson correlation coefficient, multiple regression analysis, and one way ANOVA. The results indicated that ESS was moderately used and ERS was highly used among graduate students. Students' use of ESS had a positive moderate correlation with ERS. Students with higher usage of ESS were likely to have significantly higher use of ERS. In addition, students aged between 31 and 40, had excellent self reported reading ability, and spent 3 to 4 hours daily for online reading using more of both ESS and ERS. The results highlighted the need to include ESS and ERS instructions in the curriculum to empower EFL graduate students to be more efficient and effective in their graduate studies. It also provided implications for researchers studying ESS and ERS, differences in using strategies among students with various characteristics, as well as for educators dealing with increasing students' ESS and ERS usage, thus improving their searching and reading of EEJAs.

title: A QUALITATIVE PERSPECTIVE OF ACADEMIC READING PRACTICES AND OVERCOMING STRATEGIES USED AMONG INTERNATIONAL GRADUATE STUDENTS IN MALAYSIA
abstract: This article presents the qualitative findings of a research that investigates the challenges faced by international graduate students with academic reading and the overcoming strategies applied by them in their reading. This qualitative study utilized focus group interviews with 70 international graduate students in post graduate programs at tertiary level in Malaysia. The findings highlight some important findings for students, academicians and university administrators. The findings indicate that international graduate students do face challenges and problems which are ascribed to the fact that English is the medium of instruction. In addition, the findings also exposes the strategies employed by the students to overcome the reading obstacles faced in their academic reading practices. This article concludes with suggestions for administrative policies and reading related programs to assist the academic reading needs of the students.

title: An application of metacognitives strategies in academic reading of graduate students studying at the international graduate studies human resource development center,Burapha University
abstract: The purposes of this research were to examine and compare the relationships between the use of metacognitive strategies and academic reading proficiency levels among the TESL/TEGL graduate students studying at the IG HRD Center, Burapha University, and to investigate the problems encountered in their academic reading. The participants were 39 graduate students categorized into three groups namely high, medium, and low reading. The participants were 39 graduate students categorized into three groups namely high, medium, and low reading proficiency levels on the basic of their academic reading test scores. A questionnaire on Metacognitive Strategies for Reading and semi structured interview questions were employed to collect the data. Mean, standard deviation, and effect size were statistical devices for the data analysis. Content analysis was used to analyze the data from the interview. The finding revealed that overall relationship between the use of metacognitive reading strategies and academic reading proficiency levels of TESL/TEGL graduate students was related in negative direction (r= .21) The relationship between each strategy of metacognitive strategies and academic reading proficiency were: Planning (r= .272) Monitoring (r=.056) and Evaluating (r=.203) There were slight differences in the use of metacognitive reading strategies between those of high and medium and low reading proficiency levels (ES=0.15) and between those of medium and low reading proficiency levels (ES= 0.13) Finally, the problems the graduate students most frequently encountered were reading habits and attitudes, vocabulary; and prior knowledge, respectively.

title: Developing English Supplementary Reading Modules Integrated with Reading Strategies for 9th Grade Students of Junior High Schools
abstract: Oktasari, Darmaning Diah. 2017. Developing English Supplementary Reading Modules Integrated with Reading Strategies for 9 th Grade Students of Junior High Schools Thesis, Graduate Program in English Education, State University of Malang.  (1) Dr. Suharmanto, M.Pd. (2) Dr. Emalia Iragiliati, M.Pd.  reading comprehension, reading modules, explicit instruction on reading strategies. The research was intended to develop English supplementary reading modules integrated with explicit reading strategies for 9 th grade students. The present condition shows that the students' score in the National Exam was not satisfying. There were many factors affecting it, among these were the students' and teachers' competence, the teaching strategies, the facilities, etc. Based on the need assessment administered, there was a lack of materials to develop the students' reading skills and strategies. The research applied the Research and Development Design by Walter Dick and Lou Carey with modification on the 8 th and 10 th step. It comprised 1) assessing need to identify goals, 2) conducting instructional analysis, 3) analyzing learners and contexts, 4) writing performance objectives, 5) developing assessment instruments, 6) developing instructional strategy, 7) develop and selecting instructional materials, 8) validation by the experts, 9) revising Instruction, and 10) having formative evaluation. The reading modules were constructed not only to help the students prepare themselves for the National Exam but also to develop the students' reading skills and strategies to enable them to be strategic readers. To obtain the objectives, the reading modules were designed to provide the students with explanations, modeling, practices, and self assessment on reading the reading skills. The modules cover 5 text genres. Those are Procedure, Narrative, Informative Report, Labels, and Advertisement. After the construction of the was module accomplished, the modules were validated by expert in English instruction and expert in English Instructional development. Next, revision was made based on the validators' critics and suggestions. At the last stage, the formative evaluation was carried out to evaluate the readability, feasibility, and the layout of the modules. The formative evaluation was done through try out. The five modules were tried out at 5 schools, 1 module for each school. The teachers of the schools taught using the modules with the researcher in absentia. It was done to evaluate the self explanatory of the modules. The questionnaires were then given to the teachers to get the feedback from the users. The data were the analyzed to see appropriateness and applicability of the modules. The data analysis showed that both teachers and the students approved the application of the modules in the reading class. The modules were said as helping the students develop their reading skills and strategies. On the other hand, some suggestions were also asserted focusing more on the length of the texts, the consideration to use bilingual medium(English and Indonesian) of instruction and explanation in the study page, the layout of the texts and the pictures in the module, the quality of the paper and printing. Based on the result of Formative Evaluation, some improvement needed to be made. It is important for the purpose of having more effective and efficient reading materials in the future. ABSTRAK Oktasari, Darmaning Diah. 2017. Pengembangan Modul Membaca yang Diintegrasikan dengan Strategi Membaca untuk Siswa kelas 9 SMP Immanuel Batu Thesis, Program Pascasarjana Pendidikan Bahasa Inggris, Universitas Negeri Malang.  (1) Dr. Suharmanto, M.Pd. (2) Dr. Emalia Iragiliati, M.Pd. Kata kunci: pemahaman bacaan, modul membaca, reading modules, Instruksi eksplisit dalam pembelajaran strategi mebaca. Penelitian ini bertujuan untuk mengembangkan Modul Membaca Bahasa Inggris yang diintegrasikan dengan Strategi Membaca untuk Siswa Kelas 9 SMP Immanuel Batu. Situasi yang dihadapi sekolah menunjukkan bahwa nilai Bahasa inggris siswa kelas pada Ujian Nasional tidaklah memuaskan. Ada banyak faktor yang menyebabkan hal ini, beberapa di antaranya adalah kompetensi guru dan siswa, strategi pembelajaran, fasilitas yang ada di sekolah, dll. Berdasarkan analisa kebutuhan, didapati bahwa materi untuk pengembangan ketrampilan dan strategi membaca kurang. Penelitian ini menggunakan desain pengembangan bahan ajar oleh Walter Dick dan Lou Carey dengan modifikasi pada langkah ke 8 dan ke 10. Desain ini meliputi 1) menganalisa kebutuhan untuk mengidentifikasi tujuan, 2) melakukan analisis dokumen pembelajran, 3) menganalisa pembelajardengan konteksnya, 4) menyusun tujuan pengembangan, 5) menyusun instrument evaluasi, 6) menyusun strategi pembelajaran, 7) mengembangkan dan menyeleksi bahan ajar, 8) validasi ahli, 9) memperbaiki bahan ajar, dan 10) mengadakan penilaian formatif. Module membaca ini bukan hanya disusun untuk mempersiapkan siswa kelas 9 untuk menghadapi Ujian Nasional, namun untuk mengembangkan keterampilan dan strategi membaca mereka sehingga mereka dapat menjadi pembaca dengan strategi. Untuk mencapai tujuan yang telah ditetapkan, module ini dirancang untuk menyediakan penjelasan, contoh, latihan, dan penilaian keterampilan membaca mandiri bagi siswa. Modul membaca ini meliputi 5 jenis teks yaitu Procedure, Narrative, Informative Report, Labels, dan Advertisement. Setelah modul tersusun, modul ini divalidasi oleh ahli dalam bidang pengajatran Bahasa Inggris dan ahli dalam pengembangan Bahan Ajar Bahasa Inggris. Kemudian, perbaikan dilakukan berdasarkan kritik dan saran dari validator. Pada tahap terakhir, penilaian formatif dilakukan untuk mengevaluasi keterbacaan, kesesuaian, dan tata letak modul. Penilaian formatif ini dilakukan melalui Try Out. Ke 5 modul membaca ini diujicobakan pada 5 sekolah, 1 sekolah untuk masing masing module. Guru setempat menggunakan modul membaca ini dalam pembelajaran tanpa kehadiran peneliti. Hal ini dilakukan untuk menilai kemandirian modul. Kuisioner kemudian dibagikan kepada guru dan siswa untuk mendapatkan penilaian dari pengguna. Data yang diperoleh kemudian dianalisa untuk melihat ketepatan dan kebergunaan modul membaca tersebut. Hasil analisa data menunjukkan bahwa baik guru maupun siswa merespon positif pembelajaran dengan menggunakan modul membaca ini. Disebutkan bahwa modul ini menolong siswa untuk mengembangkan keterampilan dan strategi membaca mereka. Di sisi yang lain, beberapa saran diberikan terutama pada penggunakan teks yg lebih pendek, ertimbanganuntuk menggunakan bilingual (Bahasa Inggris dan Indonesia) dalam petunjuk penjelasan dan pada bagian Study Page tata letak teks dan gambar dalam modul serta kualitas kertas dan percetakan. Berdasarkan penilaian formatif, bebrapa perbaikan perlu dilakukan. Hal ini penting dengan tujuan menghasilkan bahan ajar yang lebih efektif dan efesien di masa depan.

title: Strategies of improving the scientific innovation ability of pathological graduate students based on modularized special training
abstract: Pathology is a subject that studies the etiology, pathogenesis, pathological changes, pro gression and outcome of diseases. Pathology links the basic research and clinical practice and is an impor tant part of translational medicine. In order to cultivate qualified pathological graduates with solid patholog ical theories and the abilities of proposing and addressing scientific hypotheses from pathological morphology changes, we employ modularized special training to divide the pathology training courses into morphology learning module, article searching and reading module, project design module, experiment operation module and scientific presentation module. The training contents among these modules are relatively independent but closely connected, and compose a strategy that aims to improve the scientific innovation ability of pathological graduates.  Pathology; Graduate education; Specialized training; Innovation ability

title: Developing vocabulary strategies among Kurdish EFL students of English as a foreign language
abstract: This study followed a questionnaire based approach to investigating English vocabulary learning strategies, which asked informants to provide information about their experiences of learning the English language. Sometimes, EFL learners could not enhance larger amount of second vocabulary meanings because of randomly selected strategies. For investigating in this field, the participants were required to produce English synonyms and to take part in evaluations of their English vocabulary knowledge. The participants were two groups of Kurdish EFL learners: 20 graduate students, from the University of Leicester in England and 35 undergraduate students from the University of Sulaimaniyah in Kurdistan. The results indicate that the most effective vocabulary learning strategies are reading in English language and conversing with native speakers frequently. However, other strategies such as watching television program and films, using English online, using bilingual dictionaries, translating English texts. Listening to English songs and narrative stories are found to be as beneficial as the other two strategies. Vocabulary notebooks and motivation from teachers are the other two strategies proposed by participants as being effective at enhancing English vocabulary knowledge. It is interesting to mention the fact that some learners can get benefit form bilingual or monolingual dictionaries when they are selective. Another technique that has a reasonable impact on gaining second language vocabulary learning is code mixing technique. Using L1 and L2 in direct communication between EFL learners and instructors known as code mixing. When students as a learner find difficulties in understanding the whole words they aimed to use this technique for introducing foreign vocabulary. The results indicate that the vocabulary notebook strategy is effective for retaining knowledge of particular English synonyms for a long period of time, while, improving motivation has a great impact on learners' English language learning.

title: Academic Reading Online: Digital Reading Strategies of Graduate level English Language Learners
abstract: English language learners (ELLs) face many linguistic and cultural challenges in their attempts to succeed academically. They encounter complex academic text, which is increasingly presented online. Although some research has addressed the challenges that university level ELLs face when reading online texts, almost all of this prior work has focused on undergraduates. The purpose of the current study was to investigate the reading strategies employed by graduate level ELLs when reading an academic English text online. Participating in the study were four foreign born doctoral students from different first language backgrounds Arabic, Korean, Urdu, and Vietnamese and the focus was on commonalities as well as differences among them. All four were enrolled in the same doctoral level course, which included the reading of a specific online academic article as a course requirement. When reading this text individually, each student participated in a think aloud procedure, followed by post reading and discourse based interviews. Analyses included unitizing data from the think aloud protocols, coding units for strategies employed, and considering related interview commentary and classroom contributions. In their reading, these students made major use of problem solving strategies, especially reading segments aloud and questioning. They also employed evaluative strategies as well as metacognitive strategies, which included affirming their understanding or indicating lack of understanding. With respect to global strategies, all made use of the article's abstract and used the cursor to scroll forward to preview the article. In contrast to previous research with undergraduates, these students made little use of support strategies that involved translation websites. Instead, their major support strategies were navigating to web based tools, particularly online encyclopedias in English. Despite prior theory and research suggesting the importance of sociorhetorical strategies in academic reading, only one student directed much attention to the authors of the article and to authorial intent. Although all four participants were students in the same doctoral course and were reading the same contextualized article, their strategy use differed in ways that seemed to be related to their educational and cultural backgrounds. Through its detailed analyses of these acts of academic reading, the study contributes to research into the sociocultural nature of ELL students' reading process.

title: Thriving to Survive: Examining Spirituality as a Strategy for Coping and Perseverance Among Christian College Students at an Urban Public College
abstract: Low college graduation rates continue to be a great concern for institutions of higher education. There is a need to examine and employ strategies that will help students cope, persevere, and graduate. The purpose of this qualitative phenomenological study was to examine the perceptions of Christian college students to determine if they identify spirituality as a mechanism to help them cope and persevere at a 4 year urban public college. Social cognition (Bandura, 1986) self efficacy (Bandura, 1977) and student involvement (Astin, 1984) provided the theoretical framework. Five research questions guided the study. Eight students participated in a one on one in depth face to face interview. Twelve interview questions were presented to each student. The researcher extracted rich data from the interviews that provided substantial evidence to support the study. The results from the study indicated the student's definition of spirituality is directly related to their beliefs, values, and practices. God, prayer, and reading the Bible underscored the principles of their faith. Findings indicated the student's faith was cultivated by their family, friends, and church family. Interacting with other Christian students at the college provided additional support the students indicated they needed to cope and persevere in college. Based on the findings from this study further research into the lived experiences and perceptions of underrepresented minorities, Christians and non Christian students, and male students would provide valuable insight into this emerging phenomenon. Perhaps, spirituality is a strategy that may help to increase the graduation rates for college students and institutions of higher education. Document Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Shelley Jallow Second Supervisor Carol J. Alleyne Subject Categories Education This dissertation is available at Fisher Digital Publications: https:/fisherpub.sjfc.edu/education_etd/338 Thriving to Survive: Examining Spirituality as a Strategy for Coping and Perseverance Among Christian College Students at an Urban Public College