Publication: On the validation of a preliminary model of reading strategy using SEM: Evidence from Iranian elt postgraduate students
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Issued Date
2018
Resource Type
File Type
application/pdf
ISSN
23453303
Other identifier(s)
2-s2.0-85045699576
Rights Holder(s)
มหาวิทยาลัยศรีนครินทรวิโรฒ
Bibliographic Citation
Journal of Research in Applied Linguistics. Vol 9, No.1 (2018), p.105-126
Suggested Citation
Samimi F., Sahragard R. On the validation of a preliminary model of reading strategy using SEM: Evidence from Iranian elt postgraduate students. Journal of Research in Applied Linguistics. Vol 9, No.1 (2018), p.105-126. doi:10.22055/rals.2018.13407 Retrieved from: https://hdl.handle.net/20.500.14740/3692
Author(s)
Abstract
The present study was an attempt to refine a qualitatively proposed model of ELT discipline-specific reading strategies to provide a better interpretation of qualitative findings. Hence, in line with the components of the previous model, that is, 6 factors and 32 categories, a 6-hypothetical factor and a 33-item questionnaire were considered in the design of the ELT discipline-specific questionnaire. The questionnaire was piloted with 180 ELT postgraduate learners, and its reliability and the related validities were checked. Finally, the 25-item questionnaire of ELT reading strategies was distributed to 322 ELT postgraduate students. Then, the initial structure of the model was tested using CFA to come up with a final model of ELT reading strategy questionnaire. Results substantiated the initial structure of EFA with 6 factors and 25 items. Consequently, the proposed model of reading strategies can be negotiated with teacher educators. Results can make teacher educators aware of the marginalized voices of ELT postgraduate students. As a result, teacher educators might teach those strategies, when necessary, to student teachers. © 2017, Shahid Chamran University of Ahvaz.