Exploring Mandarin-speaking English-as-an-additional-language graduate students’ academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertext

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dc.contributor.authorHill, Carrie
dc.contributor.supervisorHuang, Li-Shih
dc.date.accessioned2015-09-10T22:14:13Z
dc.date.available2015-09-10T22:14:13Z
dc.date.copyright2015en_US
dc.date.issued2015-09-10
dc.degree.departmentDepartment of Linguisticsen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractIn the field of English-as-an-additional-language (EAL) reading, numerous studies have investigated EAL learners’ employment of reading strategies, along with its potential relationships with other variables (e.g., language proficiency, major, and cultural background). The majority of existing findings have often failed to account for any internal processes or supplementary information about EAL strategic behaviour in academic reading. This study investigated 26 Chinese EAL graduate students’ reading strategy use across three reading modes and any relationships between EAL reading strategy use and task performance. Data included video recordings of participants’ test performances, a post-task stimulated recall, and a post-task reading perception survey. Results indicated that Chinese EAL graduate readers employed wide varieties of reading strategies, with cognitive strategies and social the most frequently and least frequently identified. Multivariate analysis showed statistically significant differences in strategy use within the cognitive category, indicating that EAL reading strategy use is complex, often employing several individual strategies at any time. Correlational analyses revealed no significant associations between overall strategy use and task performance. E-reading strategy use was positively correlated with task performances, but similar strategy employment on paper revealed dissimilar associations. The main implication of this study is that EAL educators and researchers must be mindful that readers’ perceptions may influence modality preference; however, modality preference may not positively influence EAL reading performance.en_US
dc.description.proquestcode0279en_US
dc.description.proquestcode0535en_US
dc.description.proquestcode0290en_US
dc.description.proquestemailhillcj@uvic.caen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/6684
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectEALen_US
dc.subjectSecond-languageen_US
dc.subjectReadingen_US
dc.subjectComprehensionen_US
dc.subjectStrategyen_US
dc.subjectAcademic-readingen_US
dc.titleExploring Mandarin-speaking English-as-an-additional-language graduate students’ academic reading strategies in three reading modes: paper, e-reading without hypertext, and e-reading with embedded hypertexten_US
dc.typeThesisen_US

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