A Comparative Study of English Reading Learning Strategies between Successful Students and Underachieved Students in a Junior High School

International Journal of Humanities and Social Science

© 2022 by SSRG - IJHSS Journal

Volume 9 Issue 1

Year of Publication : 2022

Authors : Lin Yi, Wang Hongyuan

10.14445/23942703/IJHSS-V9I1P102

How to Cite?

Lin Yi, Wang Hongyuan, "A Comparative Study of English Reading Learning Strategies between Successful Students and Underachieved Students in a Junior High School," SSRG International Journal of Humanities and Social Science, vol. 9,  no. 1, pp. 6-11, 2022. Crossref, https://doi.org/10.14445/23942703/IJHSS-V9I1P102

Abstract:

Reading is one of the main ways of language input. Improving English reading efficiency affects the overall development of learners’ comprehensive language ability. It is of great practical significance to study it under the background of abundant reading resources but widespread fragmented reading. In this study, the students from two classes in a middle school in a city in southern Sichuan Province were taken as the research objects, and the questionnaire survey and SPSS were used to analyze the overall use of reading strategies of those first-grade students as well as the differences in reading strategy use between underachiever and overachiever. The finding shows that the use frequency of cognitive strategy, metacognitive strategy, effective strategy and social strategy of junior high school students is medium. There are significant differences in the use of the four strategies between the underachieved students and the successful students. The comparison of urban students’ learning strategies will also give some enlightenment to rural middle school teaching under the background of rural revitalization strategy.

Keywords:

Learning strategies, English reading, Underachiever and Overachiever.

References:

[1] The National English Curriculum Standard, The Ministry of Education of the People's Republic of China, Beijing: People’s Education Press, 2018.
[2] C. Hosenfeld, “A Preliminary Investigation of the Reading Strategies of Successful and Nonsuccessful Second Language Learners,” System, vol. 5, no. 2, pp. 110-123, 1977. Crossref, https://doi.org/10.1016/0346-251X(77)90087-2
[3] Kay Hong-Nam, Alexandra Leavell, and Sheila Maher, “The Relationships Among Reported Strategy Use, Metacognitive Awareness, and Reading Achievement of High School Students,” Reading Psychology, vol. 35, no. 8, pp. 762-790, 2014. Crossref, https://doi.org/10.1080/02702711.2013.807900
[4] Z. Lv, and Y. Tu, “Research on Chinese Students’ Reading Strategies,” Tsinghua Journal of Education, 1998.
[5] J. Wu, “An Analysis of Strategies-Based Instruction on English Reading Comprehension,” Studies in Language and Linguistics, no. 1, pp. 123-125, 2006.
[6] H. Zheng, “Research on English Reading Strategies Training at University,” Heilongjiang Researches on Higher Education, no. 6, pp. 202-203, 2009.
[7] W. Zhang, “Research on the Application of English Reading Strategies by College Students,” Higher Education Exploration, no. 4, pp. 83-86, 2010.
[8] L. Wang, and Y. Wu, “The Effects of Reading Strategy Training on Reading Comprehension: A Meta-Analysis,” Foreign Language Teaching, no. 3, pp. 50-56, 2017.
[9] X. Li, “Investigation on the Overall Use of Language Learning Strategies in College English Reading,” Journal of Sichuan International Studies University, no. 6, pp. 137-141, 2006.
[10] D. Yang, and X. Qin, “Investigation and Analysis of English Reading Strategies of Major English Freshmen,” Education and Vocation, no. 8, pp. 184-186, 2007. 
[11] G. Xia, “An Analysis of the Factors of English Reading Strategies Used by Freshmen in General Engineering Colleges,” Foreign Language Teaching, no. 1, pp. 64-69, 2008.
[12] X. Xi, “A Survey on the Use of Cognitive Strategies in English Reading of Senior Two Students,” Journal of Teaching and Management, no. 24, pp. 49-51, 2010.
[13] Y. Zhou, “A Survey of College Students' English Reading Comprehension Strategies,” Journal of PLA University of Foreign Languages, no. 3, pp. 86-94, 2017.
[14] S. Zeng, and S. Wu, “A Study on the Differences of Metacognitive Strategies of English Reading Between High-Group Students and Low-Group Students,” Theory and Practice of Education, no. 21, pp. 40-42, 2010.
[15] F. Yang, F. Wang, and X. Zhao, “A Comparative Study of Reading Strategies of English Learners,” Theory and Practice of Education, no. 21, pp. 44-46, 2013.
[16] L. Qu, “A Study of EFL Reading Strategies and Metacognitive Awareness Based on Sound Thinking Method,” Foreign Language World, no. 4, pp. 30-38, 2014.
[17] X. Gai, “Ways to Cultivate Reading Strategies in College English Class,” Continue Education Research, no. 4, pp. 160-161, 2010.
[18] D. M. Kelley, and E. Rieti, “The Geneva Approach to this Rorschach Method,” Journal of Personality Assessment, no. 3, no. 4, pp. 195- 201, 1938.
[19] R. L. Oxford, Language Learning Strategies: What Every Teacher Should Know, Boston: Heinle & Heinle, 1990.
[20] W. Zhang, “Reading Strategies of Senior High School Students,” MA, Xi’ An International Studies University, 2019.
[21] X. Long, and S. Zhou, “Problems and Solutions of English Learning Strategies Teaching in Primary Schools,” Theory and Practice of Education, vol. 39, no. 20, pp. 44-47, 2019.
[22] B. Zhang, “Learning Strategy Guidance in English Teaching: Training Methods and Teachers' Roles,” Journal of Jilin Business and Technology College, vol. 31, no. 6, pp. 111-113, 2015.
[23] H. Da, “A Research Into the Causality Model Affecting Junior High School Students' English Academic Achievement,” Psychological Science, vol. 28, no. 4, pp. 948-988, 2005.
[24] Y. Fang, “Allied Studies on High School English Language Learning Strategies and Achievements,” Modern Education Science, no. 1, pp. 80-82, 2010.
[25] S. Duan, “A Probe into the Teaching of English Learning Strategy Cohesion in Junior and Senior High Schools,” Basic Education Curriculum, no. 14, pp. 44-49, 2020.