It was found that test-takers engaged in a wide range of cognitive processes while completing the Aptis reading tasks, including the lower- and higher-level processes defined in Khalifa and Weir (2009) (with the exception of intertextual representation).
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Test-takersʼ L2 (reading) proficiency was measured by means of the full Aptis test. To this end, a combination of eye-tracking and retrospective interviews with eye-tracking traces as stimuli was used. More specifically, sub-analyses were conducted to explore potential differences in cognitive processing between tasks targeting different CEFR levels, and between test-takers of different L2 reading proficiency and overall L2 proficiency.
The study investigated test-takersʼ task processing in general, and according to a number of task and test-taker characteristics. This research examined the cognitive processing of 25 test-takers while completing Aptis reading tasks. It also helps learners to promote the ability of using reading strategies and utilize the strategies in an appropriate and effective way. The results of the present study will let the instructors improve the reading strategies which are not used by EFL learners frequently. The findings indicated that the participants used global reading strategies more (44.5%) than problem solving strategies (29.0%) and support reading strategies (26.5%). The survey was going to signify how much EFL learners use each of these strategies while reading academic texts.
The instrument utilized in this study was a survey questionnaire with 30 items including 13 global reading strategies, 8 problem solving strategies and 9 support reading strategies. There was a sample of 45 English language (EFL) learners from Islamic Azad University, Falavarjan Branch. This study explores whether learners use reading strategies to assist them in reading comprehension. Normally, students tend to read all the information provided in reading materials. The major aim of this study was to explore the nature and frequency of the reading strategies used by the EFL learners while reading academic texts.
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Finally, we review ideas for encouraging reading and conclude by presenting recommendations for chemistry education researchers and chemistry teachers on how to improve reading in chemistry education. We consider research from the 1950s until today and analyse literature concerning elementary, secondary and tertiary science and chemistry education. We point out two major shifts in research interests on texts, textbooks and reading: from readability to comprehensibility and from textual to non-textual explanations. We offer different points of view to look at textbook research (conceptual, socio-historical, textual, non-textual) and reading research (readability and comprehensibility) and focus on reading research on textual and non-textual explanations. In our review we outline the importance of reading texts and textbooks in chemistry education. Reading textual and non-textual explanations impact students’ understanding of chemistry texts and textbooks. The language of chemistry plays a major role when reading chemistry texts and textbooks. Reading is an integral part of chemistry education.
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