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Reading comprehension texts aligned with the study aims were administered, and strategies were examined using the think-aloud method. Results show advanced learners used all strategies listed in the study’s strategy table in English texts, while intermediate learners used only some and at different frequencies. Findings support links between reading-strategy use and proficiency level, as well as cross-language transfer influenced by proficiency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flourishing-creativity-literacy-using-the-think-aloud-technique-for-determining-different-reading-strategies-used-by-iranian-efl-learners/589589/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flourishing-creativity-literacy-using-the-think-aloud-technique-for-determining-different-reading-strategies-used-by-iranian-efl-learners/589589.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method was used to examine learners’ reading strategies?","Question",{"text":112,"@type":113},"The study used the think-aloud method to elicit and examine reading strategies while learners processed the texts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did advanced and intermediate learners differ in strategy use?",{"text":117,"@type":113},"Advanced EFL learners employed all strategies in English texts, whereas intermediate learners used only some and did so with different frequencies.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about transferring reading strategies between languages?",{"text":121,"@type":113},"The findings indicate that reading strategies can transfer from one language to another depending on the learners’ proficiency level, and they relate to threshold level considerations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589589,1792892357,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 6 No. 3; June 2015  \nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nUsing the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners  \nLadan Bakhshalinezhad  \nDepartment of English, Islamic Azad University, Urmia, Iran  \nFarahnaz Reymani Nikou (Corresponding author)  \nDepartment of English, Islamic Azad University, Urmia, Iran  \n[E-mail: ni.kou@hotmail.com](E-mail: ni.kou@hotmail.com)  \nAlireza Bonyadi  \nDepartment of English, Islamic Azad University, Urmia, Iran  \nDoi:10.7575/aiac.alls.v.6n.3p. 15  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.3p.15](http://dx.doi.org/10.7575/aiac.alls.v.6n.3p.15)  \nReceived: 02/01/2014  \nAccepted: 05/03/2015  \nAbstract  \nThis study explored the reading strategies used by advanced and intermediate Persian EFL learners in both English and Persian reading comprehension texts. Based on the aims ofthe study reading comprehension texts were administered to the learners and their reading strategies in both English and Persian reading comprehension texts were examined through the think-aloud method. The findings showed that while the advanced EFL learners employed all the strategies (which were included in the strategy table of the study) in their English texts, the intermediate learners used only some of them and also used their strategies with different frequencies in comparison with the advanced learners. Therefore, the findings supported the view that the use of the reading strategies may be related to the learners ’proficiency level. The findings also supported the idea that reading strategies can be transferred from one language to another based on the learners ’proficiency level.  \nKeywords: learning strategies, reading strategies, think aloud protocols, threshold level, transferability  \n1. Introduction  \nSecond language researchers have mostly claimed that reading is one of the most significant language skills in language classrooms (Grabe & Stoller, 2002) . Reading in the first or the second language necessitates the elicitation of information from a piece of text, and its integration with background information (Anderson, 1991) . According to Grabe and Stoller (2002) reading in a second language is a laborious task for second language learners since it requires the management of a large number of cognitive processes simultaneously.  \nThe investigation of reading strategies began in 1970s, and many researchers tried to determine whether these strategies were consciously used by successful learners. According to Oxford (1990) reading strategies are a category of learning strategies. As she further argues learning strategies are certain strategies employed by the learners to make their learning process more manageable, and more practical. The results of many studies have revealed that the use of reading strategies is very effective for improving the reading ability of foreign language learners (Block, 1986) .  \nSecond language researchers have been concerned with the use of reading strategies in both the first and the second language of learners (Grabe & Stoller, 2002) . According to Cummins (1979) second language learners should achieve a certain level of proficiency in the second language to be able to transfer their reading ability from the first language to the second language. This hypothesis is referred to as the Linguistic Threshold Hypothesis. However, as Hudson (1982) argues the transfer of first language reading ability may be possible without any need for second language proficiency. According to him this hypothesis is referred to as the Linguistic Interdependence Hypothesis.  \nAccording to Oster (2001) think-aloud protocols are considered to be one of the important tools for investigating the reading strategies of language learners since their use enables the researchers to deal with strategies used during theprocess of reading. A ","cbCaihrbdyTefZ6T","https://ap.wps.com/l/cbCaihrbdyTefZ6T","pdf",380181,"English","# Abstract\n# Introduction\n# Review of the Related Literature\n## The Importance of Reading","[{\"question\":\"What method was used to examine learners’ reading strategies?\",\"answer\":\"The study used the think-aloud method to elicit and examine reading strategies while learners processed the texts.\"},{\"question\":\"How did advanced and intermediate learners differ in strategy use?\",\"answer\":\"Advanced EFL learners employed all strategies in English texts, whereas intermediate learners used only some and did so with different frequencies.\"},{\"question\":\"What do the findings suggest about transferring reading strategies between languages?\",\"answer\":\"The findings indicate that reading strategies can transfer from one language to another depending on the learners’ proficiency level, and they relate to threshold level considerations.\"}]","Flourishing Creativity & Literacy - Using the Think-Aloud Technique for Determining Different Reading Strategies Used by Iranian EFL Learners | PDF",1792067693]