Qualitative research investigates academic reading strategies in Japanese graduate students, suggesting implications for language education.
The interest in second language academic reading strategies has been rising. This study investigated the strategy use of two Japanese graduate students in Japan as they read specialized academic material in English during one semester. Data were collected through two questionnaires, two semi-structured interviews, and reading logs. Analyses of the data revealed that the participants were experiencing much difficulty in academic reading and employed a variety of reading strategies to overcome them. The data also indicated that the participants utilized their L1 as a useful cognitive resource. The implications of the findings for English language education are discussed.
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Naomi Nakamoto (2019) studied this question.
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