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master's thesis
The Relationship between Readability, Reading Comprehension and Reading Strategies in EFL
2016. urn:nbn:hr:142:767012
Kuterovac, Rahela
Josip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
Department of English Language and Literature

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Kuterovac, R. (2016). The Relationship between Readability, Reading Comprehension and Reading Strategies in EFL (Master's thesis). Retrieved from https://urn.nsk.hr/urn:nbn:hr:142:767012

Kuterovac, Rahela. "The Relationship between Readability, Reading Comprehension and Reading Strategies in EFL." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:142:767012

Kuterovac, Rahela. "The Relationship between Readability, Reading Comprehension and Reading Strategies in EFL." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, 2016. https://urn.nsk.hr/urn:nbn:hr:142:767012

Kuterovac, R. (2016). 'The Relationship between Readability, Reading Comprehension and Reading Strategies in EFL', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, accessed 18 March 2023, https://urn.nsk.hr/urn:nbn:hr:142:767012

Kuterovac R. The Relationship between Readability, Reading Comprehension and Reading Strategies in EFL [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences; 2016 [cited 2023 March 18] Available at: https://urn.nsk.hr/urn:nbn:hr:142:767012

R. Kuterovac, "The Relationship between Readability, Reading Comprehension and Reading Strategies in EFL", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences, Osijek, 2016. Available at: https://urn.nsk.hr/urn:nbn:hr:142:767012

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Metadata
TitleThe Relationship between Readability, Reading Comprehension and Reading Strategies in EFL
Title (croatian)Odnos između čitljivosti, razumijevanja čitanjem i strategija čitanja u engleskom kao stranom jeziku
AuthorRahela Kuterovac
MentorVišnja Pavičić Takač (mentor)
Committee memberVišnja Pavičić Takač (predsjednik povjerenstva)
Committee memberDraženka Molnar (član povjerenstva)
Committee memberTanja Gradečak Erdeljić (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Humanities and Social Sciences
(Department of English Language and Literature)
Osijek
Defense date and country2016-09-22, Croatia
Scientific / art field,
discipline and subdiscipline		HUMANISTIC SCIENCES
Philology
Anglistics
Abstract
This paper explores the relationship between EFL learners' reading comprehension achievement and reading strategies they employ while reading two texts of different readability. The first part of the paper brings the theoretical background of reading comprehension, readability and reading strategies followed by an overview of previous research on the topic. The present study was carried out with 76 high school third graders who took two comprehension tests, first of them involving the easier text, and the second one the text difficult to read. Both of them were accompanied by a questionnaire on their reading strategy use. Additionaly, 5 learners were interviewed on their use of strategies. The results show that their performance on the first test was better, but there was no significant difference between reading strategies they used while reading the texts of different difficulty levels. Although different factors could influence the results, they show that it is important to raise learners awareness of different reading strategies.
Abstract (croatian)
Ovaj rad istražuje odnos između uspjeha učenika engleskog kao stranog jezika na testu razumijevanja čitanjem i strategija čitanja koje koriste dok čitaju dva teksta različite čitljivosti. Prvi dio rada donosi teorijsku podlogu razumijevanja čitanjem, čitljivosti i strategija čitanja praćenu pregledom prijašnjih istraživanja na tu temu. Istraživanje je provedeno sa 76 učenika trećeg razreda srednje škole koji su rješavali dva testa razumijevanja čitanjem. Prvi od njih je uključivao lakši tekst, drugi je uključivao tekst teži za čitanje, a oba su bila praćena upitnikom o korištenju strategija čitanja. Dodatno je s 5 učenika proveden intervju o strategijama čitanja koje su koristili. Rezultati pokazuju da je učinak na prvom testu bio bolji, ali nije bilo značajne razlike između strategija čitanja koje su koristili dok su čitali tekstove različite težine. Iako su različiti faktori mogli utjecati na rezultate, oni pokazuju da je važno osvještavati učenike o postojanju raznih strategija čitanja.
Keywords
Keywords (english)
Languageenglish
URN:NBNurn:nbn:hr:142:767012
Study programmeTitle: English Language and Literature (double major); specializations in: Teacher Training, Translation and Interpreting Studies, Philology
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra engleskog jezika i književnosti (magistar/magistra engleskog jezika i književnosti)
Study programmeTitle: German Language and Literature (double major); specializations in: Teacher Training, Translation Studies
Course: Teacher Training
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra njemačkog jezika i književnosti (magistar/magistra njemačkog jezika i književnosti)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2017-01-17 18:26:18