Gender Difference In Reading Strategy Use Among Esl Version3 2003
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Transcript of Gender Difference In Reading Strategy Use Among Esl Version3 2003
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.
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Content
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Introduction1
Reflection4
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)
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Introduction
Using reading strategy is especially critical for English
language learners.
(Anderson, 1999; Jimenez, Garcia, & Pearson, 1996; Schoonen, Hulstijn, & Bossers,1998; Sheorey & Mokhtari, 2001)
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To investigate if and how second language reading strategy use at university level differs according to gender
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Purpose
Research Question
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1Do advanced male and female ESL learners at the college level report using different academic reading strategies?
Participants
ParticipantParticipant
BB
EE
CC
DD
AA
248 ESL studentsMale:138Female:110
Taken from six university and one community college
United States Midwest and South
Average age: 23.2
Level: Advanced
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
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Instrument
Survey of Reading Strategies
(SORS)
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31
Global Reading strategies (13 items)
Problem-solving strategies (8 items)
Support strategies (9 items)
Methodology
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SurveyDuring English courses
MHigh frequency use
Moderate strategy use
Low strategy use
> 3.5 = 2.5~3.4
< 2.4
Methodology
T-testsT-tests
Descriptive statisticsDescriptive statistics
To see whether or not there were differences in reading strategy use
between male and female ESL learners
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
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ResultNone of the strategies was used with low frequency for either males or females
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Result
Neither males nor females used any of the strategy subscale categories with low frequency
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Reflection
It is worth to investigate whether or not second language
readers of other proficiencies also exhibit similar strategic
tendencies.
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Other factors might be more important than gender
differences.
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Reflection
Reflection
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The researcher did not give any details about the placement test.
The researcher did not give any details about the reading materials.
Reflection
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Page 7 showed that both males (M=3.42) and
females (M=3.42) exhibited identical means
(M= 3.46)