Abstract
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The aim of this study is to reveal the differences in the process of learning reading strategies by EFL learners whose English proficiency levels differ. For this purpose, portfolios made by 10 Japanese female college students learning English (five in the higher proficiency group and the other five in the lower) were analyzed. The results found six prominent differences between the two groups. The first difference is the amount of description recorded in each portfolio. The second, third, and fourth differences concern the understanding of the purpose and the merit of each strategy use, of the conditions in which each strategy is used effectively, and of the combined use of strategies. Also, the timing for and the method for evaluating efficacy of strategy use are different between the two groups. After the full descriptions of these six differences with samples from portfolios, some pedagogical and research implications for strategy instruction are made.
Journal
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- System
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System 34 (3), 384-398, 2006-09
Elsevier Ltd.
