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The study uses two content-familiar short stories, The Hunted Fox and Twelve and Not Stupid, with six participants writing 150-word responses and completing interviews. 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In this qualitative case study, the researcher had selected two short stories that are categorized as content-familiar texts, i.e. The Hunted Fox and Twelve and Not Stupid. Six participants were asked to write a 150-word entry response on the short story and a grading criteria was used to assess the participants’ level of comprehension. An in-depth interview was also conducted on each participant. The entry responses and the interview patterns were analyzed to determine whether content schemata had contributed to the learners’understanding of the text. This study discovered that content schemata had contributed to the learners’understanding of the text because the learners ’comprehension was facilitated by their background knowledge on the content-familiar texts.  \nKeywords: Schema Theory; schemata; content schemata  \n1. Introduction  \nSecond language learners utilize their schema when they connect their background knowledge to the content of a text. A second language learner who lacks schemata with regard to the context of the text would face difficulty to comprehend the reading text because depending only on the linguistic elements will not be sufficient for the learner to be an independent reader (Nunan, 1985, as cited in Amizura & Noor Hashima, 2013) . This study is guided by schema theory and its primary focus is looking at the cognitive processes involved in second language reading where the participants were required to reflect on their L2 reading processes. Jones, Palincsar, Ogle and Carr (1987) stress that effective learners are aware of the processes underlying their own learning. Reading processes that learners undergo play an important role in reading comprehension. This is crucial since how learners utilize their background knowledge will influence their comprehension.  \nThe researcher conducted a qualitative case study, exploring the influence of content schemata on the learners’comprehension of the two short stories. The following research questions guided this study:  \na) How do the language learners process content-familiar texts?  \nb) What are the factors that contribute to the learners’understanding of the texts?  \nThis study explored how content schemata contributed to the learners’understanding of the two texts by looking at how they processed the two short stories that are categorized as content-familiar texts. This research which specifically focused on the issue of content schemata among tertiary level students at UiTM Perlis unveiled learners’ cognitive processes in coping with texts that require prior knowledge. The findings from this study could create awareness among material writers and developers on the importance of selecting reading texts with content areas which are within the schemata of ESL learners. Therefore, the findings from this study may encourage material writers to re-evaluate the level of difficulties of the reading texts ofthe current textbooks for ESP courses.  \n2. Literature Review  \n2.1 R","cbCaiuKyCzTD2e3I","https://ap.wps.com/l/cbCaiuKyCzTD2e3I","pdf",210404,12,"English","# Introduction\n## Literature Review\n### Reading Comprehension and Schemata","[{\"question\":\"What research question does the study address about L2 reading?\",\"answer\":\"The study investigates how content schemata contribute to learners’ comprehension of two content-familiar short stories through how participants process the texts.\"},{\"question\":\"Which texts and participant tasks are used in the study?\",\"answer\":\"The study uses two short stories, The Hunted Fox and Twelve and Not Stupid. Six participants write 150-word entry responses and participate in in-depth interviews.\"},{\"question\":\"How does the paper explain why learners comprehend better with content schemata?\",\"answer\":\"It explains that learners’ background knowledge on content-familiar texts facilitates comprehension by helping them connect prior knowledge with information in the reading passage.\"}]","Advances in Language and Literary Studies - Vol. 5 No. 5 - October 2014 - Exploring Content Schemata Influence on L2 Reading | PDF",1792067856]