Abstract:
This study scrutinized the relationship between utilizing language learning strategies, academic fields, and reading ability in reading comprehension test performance of Iranian postgraduate EAP students. The participants were 947 students, who answered a reading comprehension test and a learning strategy questionnaire successively in one session. The gathered data were subjected to a set of parametric statistical analyses, including descriptive statistics, one-way analysis of variance, Tukey HSD and Duncan tests. The findings manifested significant differences among the participants in different fields in employing overall, direct, and indirect strategies. A statistically positive relationship was found between the participants’ reading ability and use of overall, cognitive, compensation, metacognitive, and affective strategies. The findings reflected that the actual ability of language learners was significantly influenced by some nonlinguistic factors,a Email address: narjesghafournia@yahoo.com, na.ghafournia@gmail.com Corresponding address: Narjes Ghafournia, Department of Foreign Languages, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. Tel: 00989153130060and the observed scores did not represent their true ability. The findings can provide an empirical evidence for Bachman’s (1990) as well as Bachman and Palmer's (1996, 2010) conceptual frameworks of language use due to the impact of nonlinguistic factors on language ability of L2 learners in test-taking process. The findings can help language teachers improve instructional reading programs, decrease error of measurement, and narrow the gap between more successful and less successful learners in different fields of study.
Machine summary:
Review of the Related Literature Reading as a Strategic Process Reading comprehension is a metacognitive process, in which many strategies are procedural, purposeful, and facilitative in nature (Alexander & Jetton, 2000).
As an example, Oxford and Nyikos (1989) analyzed the differences in the use of learning strategies by 1200 EFL learners, majoring in Engineering, Computer Sciences, Physical Sciences, Social Sciences, Education, Humanities, and Business at a US university.
Peacock (2001) explored the application of language learning strategies by 140 Science, Math, and Engineering students studying at City University of Hong Kong.
In a more comprehensive study, Peacock and Ho (2003) scrutinized the use of 50 common language learning strategies by 1006 BA students majoring in eight academic disciplines at City University of Hong Kong.
In practice, common strategic-based syllabuses are still used for teaching learning strategies to the students majoring in different academic disciplines at different levels of language proficiency.
The questions addressed in this study are: One: Are there any significant differences among three educational groups of Engineering, Basic Sciences, and Social Sciences in using language learning strategies?
Three: Is there any significant relationship between level of reading proficiency and use of language learning strategies by the participants?
The findings revealed a significant relationship between the participants’ academic disciplines and frequency as well as type of language learning strategies used by the participants to process reading comprehension passages.