Strategies Used by Four Iranian EFL learners in Reading ESP and GPE Texts: A Think-aloud Case Study

Abstract

The case study reported in this paper was conducted to investigate the differences between strategies used in reading ESP and GPE texts using the think-aloud approach as a way of understanding the mental processes the subjects go through and also a method of eliciting the strategies used when they are performing a task. Four EFL learners studying in an upper-intermediate level at College of Ferdowsi University in Mashhad received a GPE text along with four ESP texts. The data obtained were analyzed qualitatively. The strategies used by subjects were identified according to O’Malley and Chamot’s (1990) model of language learning strategies. The results indicated that while cognitive strategies were used quite often in reading both types of texts, socioaffective strategies were not used at all. Moreover, some differences were observed between the types of cognitive and metacognitive strategies used by the subjects for reading ESP and GPE texts. It was revealed that drawing on background knowledge is done more often when learners read ESP texts. In addition, drawing on background knowledge and confirming background knowledge proved to be important strategies for reading ESP texts. Finally, the results of the study were discussed, implications of the findings were cited, and suggestions for future research were offered.