Publication: A Study of Reading Strategies and Effects of Reading Ability Levels and Text Types on Rational Deletion Cloze Test Performance of EFL University Students
Submitted Date
Received Date
Accepted Date
Issued Date
2013
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
1513-5934 (Print), 2651-1479 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
rEFLections Journal
Volume
16
Issue
Edition
Start Page
24
End Page
45
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
A Study of Reading Strategies and Effects of Reading Ability Levels and Text Types on Rational Deletion Cloze Test Performance of EFL University Students
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
This study aims to investigate the effects of reading ability levels and two text types, narrative and expository texts, on the rational deletion cloze test performance and to study the students’ use of reading strategies on their taking the cloze test. One hundred seventy-four first-year university students participated in this study. They were assigned into three groups of high, average and low reading ability. The instruments included a rational deletion cloze test and a reading strategies questionnaire. The interaction effects of reading ability levels and text types on the cloze test performance were found to be nonsignificant. However, each of these two variables had a significant effect on the cloze test performance, with large effect sizes. The uses of reading strategies by the three reading ability groups while working on the cloze test were also found to be significantly different.