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Volume 7 Number 1, Spring 2010, Pages 1-393   


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Investigating the Strategic Reading Processes of Readers in Different Cultural Contexts

    Alireza Karbalaei and Mohammad Golshan


In this study, we investigated to see whether any significant differences exist in the reported use of reading strategies of Iranian EFL and Indian ESL readers when they are performing a reading comprehension test. Participants were 190 college students (96 Iranian students and 93 Indian students, who completed a Survey of Reading Strategies (SORS) designed for discerning the strategies readers report using when performing a reading comprehension task. The results of this study revealed that both Iranian EFL and Indian ESL students displayed awareness of almost all of the strategies included in the survey in a similar pattern while reading academic texts. With respect to the differences in strategy use among both groups, Indians reported more awareness of the use of cognitive, support and total reading strategies than Iranian students while no significant difference reported in using metacognitive reading strategies. These results can contribute to the clarification of some of the differences and similarities between EFL and ESL readers in employing some strategies and the necessity of reading strategies instruction in both contexts.

Keywords: cognitive, metacognitive, and support reading strategies, EFL and ESL context, cognitive processes in reading, metacognition



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