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https://ptsldigital.ukm.my/jspui/handle/123456789/519456| Title: | The influence of mediums of instruction on reading strategy use of two groups of readers from two different educational settings |
| Authors: | Gerard Sagaya Raj a/l A. Rajoo (P22318) |
| Supervisor: | Thang Siew Ming, Professor Dr |
| Keywords: | Influence Reading strategy Groups Educational Educational evaluation -- Malaysia |
| Issue Date: | 27-May-2013 |
| Description: | Research into reading has revealed that readers who fail to comprehend what they read may misinterpret the author's intended meaning (Block, 1986; Zhang, 2002; Oster, 2001). Hence, the reader should employ different reading strategies and enter into a dialogue with the author to bring meaning to print. But in a Malaysian classroom environment, comprising learners from diverse cultural and ethnic backgrounds, reading strategy use may vary (Pandian, 1997). This study investigated the influence of the education and instructional background in the form of two different mediums of education, namely the Malay medium of instruction and the Chinese medium of instruction on reading strategy use of two groups of Malaysian secondary school students. It sought to investigate the types of reading strategies, proficient and lessproficient readers from the two different mediums employed to comprehend L2 narrative texts. In addition, the purpose of the study was to investigate the relationship between the medium of instruction, in terms of the learning environment, and the successful use of L2 reading strategies in relation to the proficiency level of the students. This comparative study was implemented on a population of twenty Chinese participants. This study emulated the research of Block (1986) and her reading strategy coding system. Methodological triangulation in the form of think aloud, semi-structured interviews and detailed field notes of the reading comprehension lessons were utilized to collect data. 17 categories of reading strategies were identified from the think aloud verbal protocols. These strategies were matched against Block's (1986) classification of reading strategies under 'general strategies' and 'local strategies', which indicate higher and lower level comprehension processes of the reader's respectively. Interview transcripts and classroom observations helped support the findings. Although the participants came from two different educational backgrounds, they employed similar types of strategies like anticipating content, integrating information, paraphrasing and monitoring comprehension, among others, to comprehend text. The results indicated that the use of strategies was affected by their L2 language proficiency where the proficient readers utilized more reading strategies than the lessp[roficient readers (Zhang, 2001; Singal, 2001; Mohamed et. al, 2006). The results also indicated that the less proficient readers from the Chinese medium of instruction employed fewer strategies, and favoured using more bottom-up strategies like rereading, using dictionary for meaning and L2 - L1 translation, with little success. On the other hand, the less proficient readers from the Malay medium of instruction, although they too employed more bottom-up strategies, they employed them more successfully to aid comprehension. These findings suggest that there is a relationship between L2 language proficiency and successful reading strategy use.,Ph.D |
| Pages: | 190 |
| Call Number: | LB1525.G446 2013 |
| Publisher: | UKM, Bangi |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan |
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