Welcome to the InfoSci Platform
Reference Hub1
Factors Related to EFL/ESL Readers' Reading Strategy Use: A Literature Review

Factors Related to EFL/ESL Readers' Reading Strategy Use: A Literature Review

Jia Lin
Copyright: © 2019 |Volume: 1 |Issue: 1 |Pages: 12
ISSN: 2575-6974|EISSN: 2575-6982|EISBN13: 9781522568926|DOI: 10.4018/IJTIAL.2019010103
Cite Article Cite Article

MLA

Lin, Jia. "Factors Related to EFL/ESL Readers' Reading Strategy Use: A Literature Review." IJTIAL vol.1, no.1 2019: pp.1-12. http://doi.org/10.4018/IJTIAL.2019010103

APA

Lin, J. (2019). Factors Related to EFL/ESL Readers' Reading Strategy Use: A Literature Review. International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL), 1(1), 1-12. http://doi.org/10.4018/IJTIAL.2019010103

Chicago

Lin, Jia. "Factors Related to EFL/ESL Readers' Reading Strategy Use: A Literature Review," International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL) 1, no.1: 1-12. http://doi.org/10.4018/IJTIAL.2019010103

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

This Article systematically reviews the use of reading strategies among college-level English as a foreign/second language (EFL/ESL) learners and its relationship with two non-cognitive factors: gender and motivation. The author reviews empirical studies published from 2000 to 2017 in order to answer two research questions: (a) What gender disparities exist in college-level EFL/ESL learners' use of reading strategies? (b) How do motivation factors relate to college-level EFL/ESL learners' use of reading strategies? Findings indicate that: (1) motivation factors, including achievement goals, interest in reading, and self-efficacy, positively relate to reading strategy use. (2) gender has an influence on strategy use and female readers show higher use of reading strategies. (3) Interaction effects among factors exist. EFL/ESL learners' strategy use is shaped by multiple factors jointly.