Perceived Reading Strategies Used by Thai Pre-Engineering Students

Abstract

This study investigates the effect of reading proficiency on the reading processes of Thai pre-engineering students at a college in Thailand. The participants of the present study consisted of 90 Thai pre-engineering students. They were categorized into 2 groups, the high and the low proficiency readers, according to their reading scores and their English grades. The metacognitive reading strategy awareness questionnaire was employed to investigate their reading strategy use. The results showed that the high and the low proficiency readers shared both differences and similarities in their reading processes. The differences in their reading processes were divided into 2 aspects: the frequency of perceived strategy use and the frequency of perceived top-down strategy use. The similarities in their reading processes were also divided into two aspects: the rank ordering of perceived strategy use and the style of text processing.