An investigation into adult ESL learners' self-regulated learning strategies and second language reading

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dc.contributor Wilson, Elizabeth K.
dc.contributor Hubbard, Janie D.
dc.contributor Freeman, Lee
dc.contributor McKnight, Douglas
dc.contributor.advisor Mantero, Miguel
dc.contributor.author Sun, Mingda
dc.date.accessioned 2018-01-19T19:37:36Z
dc.date.available 2018-01-19T19:37:36Z
dc.date.issued 2017
dc.identifier.other u0015_0000001_0002705
dc.identifier.other Sun_alatus_0004D_13175
dc.identifier.uri http://ir.ua.edu/handle/123456789/3343
dc.description Electronic Thesis or Dissertation
dc.description.abstract The current study explores language learners' use of reading strategies and views reading as an act of engaging in and producing meaningful discourse from shared experiences as framed by sociocultural theory. This study involved three groups of two English learners with low, intermediate and advanced proficiency levels. All the participants were college students from different cultural backgrounds with various first languages. First, a modified strategy questionnaire was used to explore learners' self-reported use of reading strategies. During the research process, six verbal protocols were conducted with each participant in order to determine what strategies the students used in the process of reading. All the participants engaged in stimulated recall immediately after reading a given passage. In the meantime, the participants were asked to complete the self-monitoring form each time they read an article (at least three articles each week). Interviews were another important source of information for this mix-method study. Face-to-face interviews were conducted after all the verbal protocol tasks were completed with each participant in order to acquire how learners perceive SRL strategy use and reading comprehension. Descriptive and correlation tests were used for the statistical analyses; while the verbal protocols, self-monitoring forms, and interview results were thoroughly analyzed with the help of transcribing, coding, and memo writing. Several implications can be drawn from the results. First, as expected, advanced L2 readers applied more SRL strategies in their learning in general. Second, the results suggest that readers applied various strategies according to their difficulties in reading, the text content/topics, their reading motivation/interest, reading goals, cultural background, and familiarity with the topic. Last but not least, this study explored the relative effects of cultural and content familiarity on low- and high-level readers' comprehension.
dc.format.extent 186 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Education
dc.subject.other English as a second language
dc.title An investigation into adult ESL learners' self-regulated learning strategies and second language reading
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Curriculum and Instruction
etdms.degree.discipline Secondary Education
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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