Strategic Reading of Undergraduate Students at Philadelphia University

Abstract

The enticing change in learning language modes and mediums dictates an update of learning strategies profile. Using descriptive analysis, this study set out to explore reading strategies (RSs) at the undergraduate level in Jordan. Data were gleaned from a conveniently-sampled cohort of learners (n=54) enrolled in a BA program at the Faculty of Arts, Philadelphia University. The initial sample responded to a questionnaire, and a sub-sample of this cohort were observed reading academic texts to strengthen the investigation. Findings showed that, irrespective of gender, learners of English read strategically. They tend to employ most of the strategies on the RSs inventory. However, they attribute relatively high value to problem-solving strategies than global and support strategies (μ=4.1682, 3.8622, 3.7547, respectively). Besides, they tend to use strategies during and less frequently before and after reading, which signals some implications for pedagogues and course description designers.