Reading Comprehension Strategies of Literature Texts Employed by English Language & Literature Majors at An-Najah National University

This study aimed at examining the reading comprehension strategies that are employed by the English majors at An-Najah National University while reading literature texts. The population of the study consisted of all third year students registered in "Eighteenth Century Literature" course at AN-Najah National University. The sample of the study consisted of (57) students: (13) males, (44) females. This investigation into the thoughtful process of comprehension aimed at exploring the way students comprehend literary texts, the type of strategies that are used and contribute more to comprehension, types of problems they encounter, and the effect of gender and specialization in school on the usage of strategies. In addition, the research aimed at investigating the effect of participation in the Think-aloud Protocol, gender and specialization in school On comprehension of literary texts. Basically, the study attempted to answer the following questions 1. What arc the reading comprehension strategies of Literature texts that sic used by the English Majors at AN-Najah National University, and to what extent do these learners, acquire them'? 2. Which category of strategies, contributes more to the reading comprehension of the subjects of the research, and its relation to students' gender and specialization at school? 3. Is the their any statistically significant effect on the students’ performance in the cloze test. due to their participation in the interview (Think aloud Protocols), related to specialization at school and their gender? 4. What are the major difficulties that face students while reading literature'? To answer these questions, the Think-aloud Protocol experiment was carried out on individual basis. Students' thinking-aloud was recorded by a tape—recorder. Protocols were analyzed using the Strategy Model Sheet developed by the researcher. The results were also analyzed with respect to participants' gender and specialization at school. A Cloze test was also used to assess the students' attainment in the reading comprehension strategies. The test was validated, and the reliability coefficient was (0.75), using test-retest technique. A Two-way Univariate (T-Test) Analysis of variance was employed in analyzing the data obtained, using the program of statistical package .for social sciences (SPSS). The results showed that: 1. The strategies employed by English majors do not reflect specialization in reading comprehension process. 2. The most widely used strategy for the reading comprehension was the vocal one that is employed during the reading comprehension process with (87.95%). The least one used was the post-reading strategy with (1.78%). However, Pre-reading strategy was used a little better with (10.26%). 3. There is a significant difference at (α = 0.05) between participants' gender and their usage of reading comprehension strategies on the level of Non-Vocal Strategies in favor of male participants. 4. There is no significant difference at (α = 0.05) between participants' specialization and their usage of reading comprehension strategies; and their performance in the cloze test. 5. There is significant difference at (α = 0.05) between participants and non-participants in the interview concerning then performance in the cloze test in favor of the participants in the interview. In the light of the findings of the study, it was recommended that English majors should he given the opportunity to choose between two major specializations -- literature or language. it was also recommended that English Department hold a compulsory reading course for those who want to go dining!) With English literature as a major specialization. it was also recommended that a language laboratory, should be established by the university administration. The researcher also recommended that other studies be carried out to assess the reading comprehension strategies taught at preliminary stages at school, detect the effect of achievement level on the reading comprehension process and detect the effect of students specialization and their use of strategies.