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• W2024831934 abstract "Abstract Language‐use strategies are considered potentially effective approaches that learners select to accomplish a second‐ or foreign‐language task. In the past three decades, there has been a proliferation of research concerned with learners' strategy use at different levels of language ability and the influence of L1 learner strategies on L2 language learning. The present study, however, looked at an underresearched topic: what strategies EFL learners adopted to read two types of articles (general and subject‐specific) in both testing and nontesting contexts. Ninety‐two Chinese‐major university students taking a Journalistic English course participated in the study. Questionnaires with follow‐up interviews, and retrospective self‐reports were employed. The results showed that the participants used similar strategies but to different degrees while reading general and subject‐specific articles and taking reading comprehension tests. Also, the participants' comprehension of the two types of reading genres in testing and nontesting situations was, in part, determined by their information‐processing stages and accessibility of schemata. When attempts to use cognitive strategies failed, strategies for monitoring, regulating, and managing information were adopted to compensate for the incomprehension of articles. The findings suggest that effective teaching for intermediate university‐level EFL students like the sample group should encompass a combination of subject‐specific language and content reinforcement followed by strategic reading instruction using subject‐specific articles." @default.
• W2024831934 created "2016-06-24" @default.
• W2024831934 creator A5024251726 @default.
• W2024831934 date "2013-04-01" @default.
• W2024831934 modified "2023-10-17" @default.
• W2024831934 title "Strategy Use for Reading English for General and Specific Academic Purposes in Testing and Nontesting Contexts" @default.
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• W2024831934 doi "https://doi.org/10.1002/rrq.42" @default.
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