English Australia Journal : English Australia Journal 30.1
Volume 30 No 1 28 English Australia Journal Table 2 In-Test Reading Strategies Strategies 1. matched words that appeared in the question with exactly the same words in the text 2. quickly matched words that appeared in the question with similar or related words in the text 3. looked for parts of the text that the writer indicates to be important 4. read key parts of the text, e.g. the introduction and conclusion, etc. 5. worked out the meaning of a difficult word in the question 6. worked out the meaning of a difficult word in the text 7. used my knowledge of vocabulary 8. used my knowledge of grammar 9. read the text or part of it slowly and carefully 10. read relevant parts of the text again 11. used my knowledge of how texts like this are organised 12. connected information from the text with knowledge I already have 13. guessed the answer Four of the participants self-selected to attend a semi-structured focus group discussion to reinforce the retrospective protocol data (Dörnyei, 2007). The discussion was led by the researcher, and probed strategy use, rationale for strategy selection, and strategy acquisition. The sub-sample comprised one participant in the <18 raw score bracket, one in the 19-22 bracket, and two in the >23 group. Results & discussion This section presents participants’ scores, preview and in-test strategy prevalence and examines the relative success of these strategies. Scores Table 3 shows the scores of the participants across the test. The TOTAL column shows the participants’ raw score out of a possible 40, and the subsequent columns present their raw scores for each passage out of a possible 13 (14 in the case of Passage 3). Approximate band scores, in parentheses, are based on IELTS (2009-2012).
English Australia Journal 28.2
English Australia Journal 31.1