2313-8971Научный результат. Педагогика и психология образования2313-897110.18413/2313-8971-2021-7-2-0-52400ПЕДАГОГИКА<strong>Participatory action research on EFL students&#39; difficulties during autodidacticism of challenging texts using cognitive, metacognitive and socio-affective reading strategies</strong><strong>Participatory action research on EFL students&#39; difficulties during autodidacticism of challenging texts using cognitive, metacognitive and socio-affective reading strategies</strong>MaLiMaLiliangmuchengmiki@163.comAlduaisAhmedAlduaisAhmedibnalduais@gmail.comJiangLongfengJiangLongfengjianglongfeng1989@163.comUniversity of VeronaПекин, Китайская Народная Республика20217200

Purposes: To explore the perceptions of EFL students on reading strategies when they read challenging texts to prepare for studying in English at Glasgow University, the UK. Methods: A participatory action research (PAR) approach with mixed-method research was adopted in the present study via questionnaires and interviews. Seventeen participants were sampled to participate; more specifically, fifteen respondents agreed to fill in the self-completion questionnaire, and two interviewees were volunteered to participate in the semi-structured face to face interviews. Results: The findings show that students most frequently employed cognitive reading strategies and metacognitive reading strategies, and socio-affective reading strategies was the least used strategy. Furthermore, most participants thought that the most reading difficulty for EFL students is insufficient vocabulary. Conclusions: Despite this current research implemented with a limited learning context (only one college) and small sample size, there are still some implications for both students and teachers, it is necessary to examine learners&#39; variables such as gender, age and nationality that may have a close relationship of choice of reading strategies and reading difficulties. Lastly, understanding reading purposes is possibly related to reading strategies and difficulties to improve their reading efficiency; it needs to be considered in further studies.

Purposes: To explore the perceptions of EFL students on reading strategies when they read challenging texts to prepare for studying in English at Glasgow University, the UK. Methods: A participatory action research (PAR) approach with mixed-method research was adopted in the present study via questionnaires and interviews. Seventeen participants were sampled to participate; more specifically, fifteen respondents agreed to fill in the self-completion questionnaire, and two interviewees were volunteered to participate in the semi-structured face to face interviews. Results: The findings show that students most frequently employed cognitive reading strategies and metacognitive reading strategies, and socio-affective reading strategies was the least used strategy. Furthermore, most participants thought that the most reading difficulty for EFL students is insufficient vocabulary. Conclusions: Despite this current research implemented with a limited learning context (only one college) and small sample size, there are still some implications for both students and teachers, it is necessary to examine learners&#39; variables such as gender, age and nationality that may have a close relationship of choice of reading strategies and reading difficulties. Lastly, understanding reading purposes is possibly related to reading strategies and difficulties to improve their reading efficiency; it needs to be considered in further studies.

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