Investigating Strategic Processes of L2 Reading Comprehension Among Collegiate Iranian ESP Learners Across Three Academic Fields of Study
Bibliographic record
Abstract
The current study has aimed to explore strategic processes of English reading comprehension among Iranian ESP learners across three academic fields of medicine, computer engineering and law. To this end, 90 intermediate ESP learners were selected from a population of 180 volunteers, based on their performance on a standard placement test (Edwards, 2007). Afterwards, participants completed Survey of Reading Strategies (SORS) (Mokhtari & Sheorey, 2002). The results of the statistical analysis uncovered the individual reading strategy preferences and weaknesses of ESP learners and also indicated that intermediate ESP learners moderately perceived the use of reading strategies while reading academic texts in English. Also, an attempt has been made to identify whether there are significant differences regarding the frequency of perceived individual and overall reading strategy use across the three disciplines. The findings of the study would help ESP teachers to gain a more profound understanding of ESP learners’ strategic processes of L2 reading. Key words: ESP; Reading; Strategy; Reading strategies; Metacognitive awareness of reading strategies Resume L'etude actuelle a eu pour objectif d'explorer les processus strategiques de la comprehension en lecture chez les apprenants en anglais ESP iranienne a travers trois champs theoriques de la medecine, le genie informatique et en droit. A cette fin, 90 intermediaires apprenants ESP ont ete selectionnes parmi une population de 180 benevoles, en fonction de leur performance sur un test de placement standard (Edwards, 2007). Ensuite, les participants ont rempli Enquete sur les strategies de lecture (SORS) (Mokhtari & Sheorey, 2002). Les resultats de l'analyse statistique mis au jour les preferences individuelles strategie de lecture et les faiblesses des apprenants ESP et a egalement indique que les apprenants intermediaires ESP moderement percu l'utilisation de strategies de lecture en lisant des textes academiques en anglais. En outre, une tentative a ete faite afin d'identifier s'il existe des differences significatives concernant la frequence de l'utilisation percue strategie de lecture individuelle et globale dans les trois disciplines. Les resultats de l'etude pourrait aider les professeurs ESP pour acquerir une comprehension plus profonde des processus apprenants ESP de strategique de la lecture en L2. Mots cles : ESP; lecture; Strategie; Strategies de lecture; Conscience Metacognitive des strategies de lecture
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".