چکیده:
The present study was an attempt to refine a qualitatively proposed model of ELT discipline-specific reading strategies to provide a better interpretation of qualitative findings. Hence, in line with the components of the previous model, that is, 6 factors and 32 categories, a 6-hypothetical factor and a 33-item questionnaire were considered in the design of the ELT discipline-specific questionnaire. The questionnaire was piloted with 180 ELT postgraduate learners, and its reliability and the related validities were checked. Finally, the 25-item questionnaire of ELT reading strategies was distributed to 322 ELT postgraduate students. Then, the initial structure of the model was tested using CFA to come up with a final model of ELT reading strategy questionnaire. Results substantiated the initial structure of EFA with 6 factors and 25 items. Consequently, the proposed model of reading strategies can be negotiated with teacher educators. Results can make teacher educators aware of the marginalized voices of ELT postgraduate students. As a result, teacher educators might teach those strategies, when necessary, to student teachers.
خلاصه ماشینی:
On the Validation of a Preliminary Model of Reading Strategy Using SEM: Evidence From Iranian ELT Postgraduate Students1 Fazlolah Samimi2 & Rahman Sahragard3 Received: 11/06/2016 Accepted: 06/12/2016 Abstract The present study was an attempt to refine a qualitatively proposed model of ELT discipline-specific reading strategies to provide a better interpretation of qualitative findings.
Among the studies carried out in the domain of English language teaching, Samimi, Sahragard, and Razmjoo (2016) did a qualitative inquiry in the form of a grounded theory model of reading strategies for ELT postgraduate students.
As a result, a 33-item questionnaire of ELT specific reading strategies was designed with the help of the domain experts, as they checked the content and wordings of the items, involving six main factors (see Table 2).
ELT Reading Strategy Questionnaire, Pilot Test Factors Items (View the image of this page) The content of the questionnaire includes (a) instruction as to the content and the purpose for which this survey was designed and (b) demographic variables such as, age, gender, experience, and postgraduate level (M.
As a result, the final ERSQ with 25 items was distributed to 332 participants to arrive at a validated model of discipline- specific reading strategies in the field of ELT.
5. Discussion The final model of ELT discipline reading strategies for postgraduate students comprises six factors.
Reviewing the text was the sixth factor of the preliminary model of reading strategies for the postgraduate students.