The Relatıonshıp Between Readıng Strategıes of Englısh Language Teachıng Freshman Students and Theır Achıevement

Abstract

This study scrutinizes (a) the reading strategies ELT freshman students report to use in general (b) the kind of reading strategies ELT freshman students report to adopt while they are dealing with reading passages in terms of pre-reading, during-reading and post-reading strategies (c) the reading strategies mostly favored by ELT freshman students in terms of the categories suggested by Erhman Oxford (1990) (Memory, Cognitive, Compensation, Metacognitive, Affective and Social Strategies) and (d) the differences between successful and less successful readers in terms of reading strategy use.The study was conducted on 121 ELT freshman students at a public university during 2012-2013 spring semester.