Abstract
A phenomenological study was conducted to explore what meanings international graduate students ascribed to their lived experiences of reading for academic purpose. The study aimed to understand the challenges of academic reading for international graduate students and to identify self-regulated learning strategies they applied for academic reading. Semi-structured interviews were conducted, transcribed, and analyzed based on nine participants from a large Mid-western university. The evidence suggested academic reading was a demanding and complex process where students actively used a variety of metacognitive strategies to encounter the struggles. Students constantly self-negotiated between the use of reading strategies and the perception of their own capability. Three themes emerged: self-efficacy, and metacognitive strategies, and emotional adjustment. The article concluded with instructional implication.
| Original language | American English |
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| State | Published - 9 Apr 2016 |
| Externally published | Yes |
| Event | 2016 AERA Annual Meeting - Washington, DC Duration: 12 Apr 2017 → … |
Conference
| Conference | 2016 AERA Annual Meeting |
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| Period | 12/04/17 → … |
EGS Disciplines
- Bilingual, Multilingual, and Multicultural Education
- Educational Psychology
- Higher Education
- Language and Literacy Education