Levene’s Test for
7. Problem solving strategies
129 18
3.62
3.80 -1.057 0.785 0.377
8. Support reading strategies
The researcher also examined each item to see whether there might be a greater variation between graduates and instructors toward certain items. The results showed that graduates had different viewpoints towards fifteen items, including items 1, 2, 5, 15, 17, 18, 22, 24, 25, 30, 33, 35, 37, 38, and 39. The study results were shown in Table 4.22.
In item 1, graduates got significantly higher scores than instructors did, indicating
they liked English reading much more than instructors thought (GS Item 1, Mean = 2.74;
IS item 1, Mean = 2.22; p = 0.020). Also, the result of item 2 showed that graduates believed they were better at academic English reading than instructors imagined (GS Item 2, Mean = 2.25; IS item 2, Mean = 2.06; p = 0.022). Item 5 demonstrated a similar
situation, wherein graduates believed they could read general English articles more fluently than instructors thought (GS Item 5, Mean = 2.86; IS item 5, Mean = 3.33; p = 0.015).
As for schemata, the result of item 15 showed that instructors considered knowledge toward academic writing styles as important; however, most graduates did not understand that different texts adopted different writing styles (GS Item 15, Mean = 3.09; IS item 15, Mean = 3.89; p = 0.020). Furthermore, item 17 showed that instructors strongly considered graduates should understand content schemata of academic English writing, but most graduates did not understand that sufficiently (GS Item 17, Mean = 2.64; IS item 17, Mean
= 3.94; p = 0.033). Item 18 indicated that instructors thought that graduates needed to understand the topic of each paragraph, but graduates were seldom aware of the topic while they were reading (GS Item 18, Mean = 3.25; IS item 18, Mean = 4.06; p = 0.001).
Moreover, item 22 showed that instructors strongly believed graduates should connect the knowledge gleaned through reading with the knowledge they had learned in class whereas graduates indicated that they rarely did that (GS Item 22, Mean = 3.67; IS item 22, Mean = 4.00; p =0.007).
Eight different viewpoints appeared with regards to metacognitive strategies. First, item 24 showed that instructors suggested graduates should scan the texts before reading, but graduates rarely did that (GS Item 24, Mean = 3.25; IS item 24, Mean = 4.11; p
=0.000). Second, item 25 implicated that instructors thought graduates should be sure to pick significant information to read, but graduates did not do this frequently (GS Item 25, Mean = 3.60; IS item 25, Mean = 4.11; p =0.003). Third, item 30 revealed that even though graduates did tend to adjust the speed of their reading according to the difficulty of the text, instructors believed they should adjust their reading speed more frequently (GS Item 30, Mean = 3.55; IS item 30, Mean = 3.;72 p =0.047). Fourth, item 33 indicated that
instructors thought graduates should pay more attention to the more difficult sections;
however, graduates did not do so with very high frequency (GS Item 33, Mean = 3.68; IS item 33, Mean = 3.89; p =0.006). Fifth, item 35 showed that instructors believed graduates should often discuss with others to confirm their understanding, whereas graduates also did not agree with this strategy very much (GS Item 35, Mean = 3.29; IS item 35, Mean = 3.83;
p =0.005). Sixth, according to item 37, instructors suggested graduates consult other
materials to solve problems with their academic English reading; nevertheless, graduates expressed that they did not do so very often (GS Item 37, Mean = 3.53; IS item 37, Mean = 4.33; p =0.004). Seventh, item 38 implicated that instructors thought graduates should ask friends and teachers to help them solve the problems that occurred in academic English
reading; however, graduates did not do this frequently (GS Item 38, Mean = 3.53; IS item 38, Mean = 4.00; p =0.001). Eighth, item 39 showed that instructors thought graduates should avoid making mistakes by repeatedly checking their understanding throughout the actual reading process, but graduates seldom applied this strategy as well(GS Item 39, Mean = 3.20; IS item 39, Mean = 4.06; p =0.038). The results were shown in Table 4.21.
Table 4.21
The Independence-sample t-test of Significant Items
Levene’s Test for Equality of Variances
Items (Graduates/Instructors) N Mean t
F
p
1. I like English reading. / Graduates in my institute like English reading.
129 18
2.74
2.22 2.283 5.570 0.020
2. I am good at English reading. / Graduates in my institute are good at English reading.
129 18
2.25
2.06 0.874 5.401 0.022
5. I can read English article fluently. / Graduates should be able to read general English articles fluently.
129 18
2.86
3.33 -2.004 6.079 0.015
15. I know different articles adopt different writing styles. / Formal schemata are important to academic English reading.
129 18
3.09
3.89 -3.061 5.498 0.020
17. I know the writing style of academic English articles. / Graduates should know the writing style of academic English articles.
129 18
2.64
3.94 -5.562 4.654 0.033
18. I pick out the topic sentence during academic English reading. / Graduates should comprehend the topic sentence during academic English reading.
129 18
3.25
4.06 -3.668 11.348 0.001
22. I connect new knowledge I am learning with knowledge I have learned to memorize new information. / Graduates should connect new knowledge they are learning with knowledge they have learned to memorize new information.
129 18
3.69
4.00 -1.551 7.624 0.007
24. I scan academic English articles before reading it. / Graduates should scan academic English articles before reading it.
129 18
3.25
4.11 -.3468 21.100 0.000
25. I pick out significant information to read during academic English reading. / Graduates should pick out significant information to read during academic English reading.
129 18
3.60
4.11 -0.237 8.912 0.003
30. I adjust reading speed according to the difficulty of academic English articles. / Graduates should adjust reading speed according to the difficulty of academic English articles.
129 18
3.55
3.72 -0.841 4.001 0.047
33. I pay more attention to difficult sections during academic English reading. / Graduates should pay more attention to difficult sections during academic English reading. understanding during academic English reading. / Graduates should discuss with other to assure my understanding during academic English reading.
129 18
3.29
3.83 -2.484 8.178 0.005
37. I consult other related materials to solve the problem in academic English reading. / Graduates should consult other related materials to solve the problem in academic English reading.
129 18
3.53
4.33 -3.547 6.850 0.004
38. I ask friends or teachers to solve the problems in academic English reading. / Graduates should ask friends or teachers to solve the problems in academic English reading. during academic English reading. / Graduates should attempt to avoid the same mistakes they have made during academic English reading.
129 18
3.20
4.06 -4.268 4.403 0.038
Only the category of content schemata received a significant difference in viewpoints between instructors and graduates. That is, graduates did not consider background
knowledge to be as important a factor as the instructors did. In addition, graduates and instructors had significantly different viewpoints towards eight metacognitive strategies.
The results indicated that graduates might not use some useful and effective strategies for comprehending texts and improving their academic English reading ability. Graduates often developed strategies of their own; nevertheless, they should take advantages of learning the strategies applied by more experienced academic readers and adopt those strategies most suited to their own reading styles and academic needs.