Reading Strategy Use and Reading Performance Among Secondary School EFL Learners
DOI:
https://doi.org/10.54855/979-8-9870112-9-4_3Keywords:
reading strategies, EFL, reading performanceAbstract
Employing reading strategies has been linked to reading comprehension; however, limited research has examined strategy preferences across proficiency groups and identified which strategies could predict reading outcomes among secondary school students in Vietnamese contexts. This study investigated 124 Grade 7 students at a secondary school in Dong Nai province. A mixed-methods design was employed, utilizing Mokhtari and Sheorey’s (2002) Survey of Reading Strategies, a VSTEP A2 reading test, and semi-structured interviews (n = 8). The study revealed the following results. First, most participants favored problem-solving strategies. While both successful groups showed stronger preference for global reading strategies, the unsuccessful group chose support strategies. Interview data revealed five factors behind strategy selections, including emotions, cognition, time, strategy adaptation, and reading preferences. Second, multiple regression analysis revealed that global reading strategies were positively associated with reading outcomes.
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