IELTS test takers' perceived use of reading strategies in testing and non-testing situations : a sequential mixed methods study /
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(Published version)
Date
2021
Authors
Zahedi, Saeed
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thesis
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Abstract
This study adopted a sequential mixed methods research approach to investigate uses of reading strategies in testing and non-testing contexts in connection with a group of Iranian adult learners of English who participated in an IELTS program in Iran and were assessed through IELTS. The triangulation of the quantitative and qualitative findings showed that participants’ uses of reading strategies in a non-testing situation are closely related to those used in a testing situation and their reading proficiencies and uses of reading strategies were closely related. Furthermore, significant variations were found among the three sub-groups of participants with low, medium and high reading proficiencies in uses of reading strategies in both testing and non-testing situations. Seven strategies were identified as the most frequently used reading strategies in testing and non-testing situations.
School/Discipline
University of South Australia. UniSA Education Futures.
UniSA Education Futures
UniSA Education Futures
Dissertation Note
Thesis (PhD(Education)Curriculum, Education Studies)(DUCIER)--University of South Australia, 2021.
Provenance
Copyright 2021 Saeed, Zahedi.
Description
1 ethesis (xiv, 276 pages) :
colour illustrations.
Includes bibliographical references (pages 220-233)
colour illustrations.
Includes bibliographical references (pages 220-233)
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506 0#$fstar $2Unrestricted online access