engleski

Reading -to-learn in an academic EFL course: effect of summarising on reading strategies

Reading in English as a lingua franca of the academic community is a key skill in higher education. Successful reading of university - level texts requires students’ active engagement and the application of reading strategies for local and global comprehension ( Urquhart & Weir, 1998 ; Khalifa & Weir, 2009). Advanced EFL courses taught at universities could therefore benefit from a stronger focus on reading - t o - learn (RtL) tasks aiming to develop careful global reading, e.g. writing summaries. This may encourage students to put more effort into the ir reading and activate their meaning - making strategies, which is of particular value for reading comprehension. We explore how the summarisation process affects the EFL reading behaviour (strategies). Based on a survey of about 100 business undergraduates, the research compares students' general perception of their reading strategies with their responses provided right after the completion of the summary (self - reported, Metacognitive Awareness of Reading Strategies Questionnaire - MARSI, Mokhtari & Reichard, 2002). The after - summary responses show a change in the students’ perception of their behaviour towards ca reful reading (slower, more complete) and towards meaning making (guessing, finding relationships among ideas) . The findings indicate that summary - writing tasks may give advanced EFL learners useful experience of engaged reading common in academic and pro fessional environments internationally.

advanced EFL courses ; reading-to-learn ; summarising ; reading strategies

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