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Gender Difference In Reading Strategy Use Among Esl Version3 2003
 

Gender Difference In Reading Strategy Use Among Esl Version3 2003

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    Gender Difference In Reading Strategy Use Among Esl Version3 2003 Gender Difference In Reading Strategy Use Among Esl Version3 2003 Presentation Transcript

    • Gender Difference in Reading Strategy Use Among ESL College Students Presenter: York Chi 戚禎祐 Instructor: Dr. Pi-Ying Hsu Date: November 26, 2009
      • Poole, A. (2005). Gender Differences in Reading Strategy Use Among ESL College Student. Journal of College Reading and Literature, 36, 7-20.
    • Content Introduction 1 Reflection 4
    • Introduction
      • The importance of using learning strategies that we employ to solve problems posed by second language input and output can not be overstated.
      • (Brown, 2000)
    • Introduction
      • Using reading strategy is especially critical for English language learners.
      • (Anderson, 1999; Jimenez, Garcia, & Pearson, 1996; Schoonen, Hulstijn, & Bossers,1998; Sheorey & Mokhtari, 2001)
      • To investigate if and how second language reading strategy use at university level differs according to gender
      Purpose
    • Research Question 1 Do advanced male and female ESL learners at the college level report using different academic reading strategies?
    • Participants Participant 248 ESL students Male:138 Female:110 Taken from six university and one community college United States Midwest and South Average age: 23.2 Level: Advanced B E C D A
    • Participants Studying English the semester previous to full-time undergraduate study in their respective universities Taking full-time academic undergraduate or graduate study in writing courses
    • Participants
    • Instrument Survey of Reading Strategies (SORS) 2 3 1 Global Reading strategies (13 items) Problem-solving strategies (8 items) Support strategies (9 items)
    • Methodology Survey During English courses M High frequency use Moderate strategy use Low strategy use > 3.5 = 2.5~3.4 < 2.4
    • Methodology T-tests Descriptive statistics To see whether or not there were differences in reading strategy use between male and female ESL learners
    • Result
      • Males and females did not significantly differ in their overall strategy use
    • Result
      • None of the strategies was used with low frequency for either males or females
    • Result
      • Neither males nor females used any of the strategy subscale categories with low frequency
    • Reflection
      • It is worth to investigate whether or not second language readers of other proficiencies also exhibit similar strategic tendencies.
      • Other factors might be more important than gender differences.
      Reflection
    • Reflection The researcher did not give any details about the placement test. The researcher did not give any details about the reading materials.
    • Reflection Page 7 showed that both males (M=3.42) and females (M=3.42) exhibited identical means (M= 3.46)
    • Thank You !