Gender Difference in Reading Strategy Use Among ESL College Students Presenter: York Chi  戚禎祐 Instructor: Dr. Pi-Ying Hsu ...
<ul><li>Poole, A. (2005). Gender Differences in Reading Strategy Use Among ESL College Student.  Journal of College Readin...
Content Introduction 1 Reflection 4
Introduction <ul><li>The importance of  using learning strategies  that we employ to  solve problems  posed by second lang...
Introduction <ul><li>Using reading strategy is especially  critical  for  English language learners. </li></ul><ul><li>(An...
<ul><li>To investigate if and how second language reading strategy use at university level differs according to gender </l...
Research Question 1 Do advanced male and female ESL learners at the college level report using different academic reading ...
Participants Participant 248 ESL students Male:138 Female:110 Taken from six university and one community college United S...
Participants Studying English the semester previous to full-time undergraduate study in their respective universities  Tak...
Participants
Instrument Survey of Reading  Strategies (SORS) 2 3 1 Global Reading strategies (13 items) Problem-solving strategies (8 i...
Methodology Survey During English courses M High frequency use Moderate strategy use Low strategy use >  3.5  =  2.5~3.4 <...
Methodology T-tests Descriptive   statistics To see whether or not there were differences  in  reading strategy use  betwe...
Result <ul><li>Males and females  did not  significantly differ in their overall strategy use </li></ul>
Result <ul><li>None  of the strategies was used with low frequency for either males or females </li></ul>
Result <ul><li>Neither males nor females used any of the strategy subscale categories with  low  frequency  </li></ul>
Reflection <ul><li>It is worth to investigate whether or not second language readers of  other proficiencies  also exhibit...
<ul><li>Other factors might be more important than gender differences. </li></ul>Reflection
Reflection The researcher did not give any details about the  placement test. The researcher did not give any details abou...
Reflection Page 7 showed that both males (M=3.42) and females  (M=3.42)  exhibited identical means (M= 3.46)
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Gender Difference In Reading Strategy Use Among Esl Version3 2003

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Gender Difference In Reading Strategy Use Among Esl Version3 2003

  1. 1. 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
  2. 2. <ul><li>Poole, A. (2005). Gender Differences in Reading Strategy Use Among ESL College Student. Journal of College Reading and Literature, 36, 7-20. </li></ul>
  3. 3. Content Introduction 1 Reflection 4
  4. 4. Introduction <ul><li>The importance of using learning strategies that we employ to solve problems posed by second language input and output can not be overstated. </li></ul><ul><li>(Brown, 2000) </li></ul>
  5. 5. Introduction <ul><li>Using reading strategy is especially critical for English language learners. </li></ul><ul><li>(Anderson, 1999; Jimenez, Garcia, & Pearson, 1996; Schoonen, Hulstijn, & Bossers,1998; Sheorey & Mokhtari, 2001) </li></ul>
  6. 6. <ul><li>To investigate if and how second language reading strategy use at university level differs according to gender </li></ul>Purpose
  7. 7. Research Question 1 Do advanced male and female ESL learners at the college level report using different academic reading strategies?
  8. 8. 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
  9. 9. 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
  10. 10. Participants
  11. 11. Instrument Survey of Reading Strategies (SORS) 2 3 1 Global Reading strategies (13 items) Problem-solving strategies (8 items) Support strategies (9 items)
  12. 12. Methodology Survey During English courses M High frequency use Moderate strategy use Low strategy use > 3.5 = 2.5~3.4 < 2.4
  13. 13. Methodology T-tests Descriptive statistics To see whether or not there were differences in reading strategy use between male and female ESL learners
  14. 14. Result <ul><li>Males and females did not significantly differ in their overall strategy use </li></ul>
  15. 15. Result <ul><li>None of the strategies was used with low frequency for either males or females </li></ul>
  16. 16. Result <ul><li>Neither males nor females used any of the strategy subscale categories with low frequency </li></ul>
  17. 17. Reflection <ul><li>It is worth to investigate whether or not second language readers of other proficiencies also exhibit similar strategic tendencies. </li></ul>
  18. 18. <ul><li>Other factors might be more important than gender differences. </li></ul>Reflection
  19. 19. Reflection The researcher did not give any details about the placement test. The researcher did not give any details about the reading materials.
  20. 20. Reflection Page 7 showed that both males (M=3.42) and females (M=3.42) exhibited identical means (M= 3.46)
  21. 21. Thank You !

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