The Effects of Gender, Reading Anxiety and Language Learning Experience on Thai Science-Oriented Students' Use of Reading Strategies

IntroductionTo learn to read is to light a fire; every syllable that is spelled out is a spark, is a famous quote attributed to French novelist, Victor Hugo indicates the merits of reading. The importance of reading is not an easy task to express in words completely but it is experienced by the readers themselves. According to Grabe (2009), we might read in two different settings; formal and non-formal. In nonformal settings, we read different types of texts in which we consciously intend to read or we just seem to pick it up. In formal settings, we engage in reading that is demanded in educational, professional and occupational settings. In this setting, the reading often requires us to synthesize, interpret, evaluate and selectively use information from texts. To language learners, reading is considered one of essential skills that can help expand ones vocabulary knowledge and lead to lifelong learning (Chen & Zhang, 2007). Reading is a necessary skill for both ESL and EFL students. To be equipped with reading skills, students are able to make progress and attain higher development in their academic areas (Anderson, 2003). According to Richards and Renandya (2002), in EFL contexts, reading is considered one of main pedagogical purposes of students for their language learning experience.However, comprehension problems often happen when students are faced with textbook material (McNamara, 2001; Best, Floyd, & McNamara, 2008). Reading problems come from different sources, such as word decoding, sentence comprehension level and ability to understand the genres of text, lack of the requisite knowledge and lack of appropriate reading strategies (McNamara, 2009). Reading strategies are 'techniques or conscious actions taken to improve understanding and solve difficulties encountered in reading' (Lien, 2011, p. 200). Being a strategic reader assists the reader in comprehending what is read and overcoming ones reading difficulties (Carrell, 1991). Particularly in academic reading, it is important to be a strategic reader who is aware of the goals in reading and able to administer reading strategies effectively as well as to solve comprehension problems (Grabe & Stoller, 2001). Reading strategies benefit those readers who employ them effectively and appropriately; considerable previous research have proven the positive correlation between reading strategy use and reading comprehension (Song, 1999; Darabie, 2000; Al-Nujaidi, 2003; Aegpongpaow, 2008, & Saengpakdeejit, 2009).In order to help L2 learners read academic texts effectively. EFL teachers need to know what strategies they possess and those they may lack. In addition factors affecting learners' reading strategy use should be taken into consideration. In Thailand, students' use of reading strategies has been investigated by many previous researchers. However, the studies conducted with science-oriented undergraduate students studying in the Northeast have been under researched in literature so far. The present study was designed to examine the frequency of reading strategies employed by the students to deal with academic reading. In addition the effects of gender, reading anxiety and prior language learning experience on their use of reading strategies are taken into consideration as well.Related LiteraturePrevious research works that took gender, reading anxiety and prior language learning experience as factors affecting students' reading strategy use have been reviewed below.Students ' Reading Strategy Use and GenderStudents' gender is considered one of the key factors influencing students' reading strategy use. Through the extensive review of previous research, the results show mixed conclusions which will be shown in detail below. Sheorey and Mokhtari (2001) took student's gender as a factor that might affect reading strategy use among the native speakers of American English and non-native speakers. The results reveal that there was no statistically significant difference in the use of strategies between male and female students. …