Reading Strategy Use among adult EFL Learners in Nepal

Research interest in L2 reading strategy use has been growing considerably among second language practitioners and researchers. Reading strategies are the comprehension processes employed by readers to make sense of what they read (Brantmeier, 2002). As there is a wide consensus among practitioners that the use of a variety of reading strategies can help adult ESL students develop their reading comprehension, the present research investigated adult EFL students’ perceived awareness of reading strategy use in academic context in Nepal. The findings revealed that participants used all three categories of reading strategies at a high- and medium- usage levels. However, no significant differences in overall reading strategy use were found between male and female participants. Significant differences are found between the male and female participants (p < .05) in the means of 3 of the 30 individual reading strategies. Males’ mean values are significantly higher than females’ for Global 24 and Problem-solving 25, whereas females’ mean value is significantly higher than males’ for Support 10. Among the other 27 reading strategies, there is no significant difference between males and females, although females’ mean values are higher for 17 individual reading strategies and males’ mean values are higher for 10 individual reading strategies. The overall mean value for all the strategies taken together is higher for females; however, the difference is not statistically significant. These findings indicated that this particular group of students are aware of a variety of reading strategies. Global strategies are related to reading comprehension (Anderson, 2005). As Global is the least reported category of strategies, the use of Global strategies be encouraged among the readers. It is important that readers’ awareness of appropriate strategies be promoted since when readers are aware of the reading strategies they have already identified, their conscious decision to use appropriate strategies becomes helpful in comprehension of the text (Akkakoson, 2012).

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About Raj Khatri

I have always enjoyed facilitating both adult and K-12 English as a Second or Foreign Language (ESL or EFL) classes that include international, immigrant and refugee students and mentoring ESL/EFL pre-service teachers for over fifteen years in a variety of settings across North America and South Asia. The opportunity to work as a TESL Practicum Supervisor at the Department of Linguistics of the University of Victoria has further helped me share with and learn from colleagues in the field. I had served as an ESL Instructor III at the University of Regina for two years and a half before joining Camosun College as an ELD Instructor in the fall of 2014. I always appreciate the opportunity I was provided with to facilitate ESL/EFL, EAP, LBS and LINC classes in various capacities, including Professor at Centennial College, Instructor at the Toronto Catholic District School Board, Seneca College, and Centennial College in Toronto, and Lecturer at Padma Kanya Multiple Campus (Tribhuvan University affiliated) in Kathmandu. Awarded the University of Victoria Fellowship (2014) and the Geoffrey & Alix O'Grady Scholarship in Linguistics (2015/016) for Academic Excellence, I am currently working with Dr. Huang on my doctoral studies in linguistics, with a major focus of research in applied linguistics, while still continuing to facilitate ESL classes and supervising TESL practicum students. Before I completed my Special Education program with Honors at Queen’s University in Ontario and got certified to teach in the K-12 public education system as an Ontario College teacher (OCT), as well as to teach adult ESL classes as a TESL Ontario accredited instructor in 2009, I had worked with Dr. Haulman and earned my second Master’s degree in Teaching English as a Second Language at the University of Central Oklahoma, where I had received the President’s Honor Roll for four consecutive semesters and graduated Summa Cum Laude. I was deeply honored when Brad Henry, then Governor of the State of Oklahoma in the United States, recognized my public input about college safety and public education in 2007 and 2008. Holding the belief that it is important to give back to the community, I have always been engaged in voluntary activities, both in professional and other community-related areas, and enjoying working with people from diverse cultural backgrounds. My voluntary services extend from donating books to school libraries and financially supporting schools in Nepal to facilitating ESL classrooms at various settings, including at Toronto District School Board, Toronto Catholic District School Board, and Regina Public Schools and supporting voluntary organizations, such as the Regina Food Bank, the Salvation Army (Regina) and the Regina Green Patch in Canada. I have been an accredited member of TESL Canada (Professional Standard III Permanent, since 2009), and Ontario College of Teachers (OCT; since 2010), and I hold Saskatchewan Professional 'A' Certificate. As a member, I have been with TESOL since 2007, and I am also a member of AAAL (American Association for Applied Linguistics), IATEFL, and BC TEAL. My areas of research interests are second language reading strategies, second language writing, intercultural communication and classroom practices, and adult ELLs with disabilities. Thank you for visiting! Happy Exploring!
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