ISSN: 2225-8329
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This study focused on the activities and strategies that high-performing non-native English language readers applied in coping with structurally difficult texts and how such difficulty triggered them to work beyond their threshold. The study used a single-group design involving fifty-seven high-performing non-native English language readers from a population of third-semester diploma students who were selected to undergo nine levels of reading tests. The participants were required to provide feedback on the activities they had taken to overcome the difficulties. Based on the reflective feedback, fourteen coping activities, with repeated reading being the most popular, were named. The participants' activities were then categorised into five strategies based on Lazarus and Folkman's classification of coping strategies. The self-control strategy was found to be the most widely used. The study also found that different strategies worked well for varying difficulty levels. For this reason, it was suggested that readers should be exposed to various activities and strategies so that they would be able to apply them effectively. This would enable them to move beyond their threshold as they are equipped to cope with the difficulties.
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In-Text Citation: (Yahaya et al., 2023)
To Cite this Article: Yahaya, M. F., Rawian, R. M., Abdullah, A., Isa, N. M., & Azmi, A. (2023). The Strategies of the High-performing Non-native English Language Readers with Structurally Difficult Texts. International Journal of Academic Research in Accounting Finance and Management Sciences, 13(2), 765–779.
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