Shirin Shafiei Ebrahimi, Yeo Kee Jiar


Poetry for teaching English is widely adopted but understanding poetry is problematic. Reading strategies can address this problem. Therefore, in this research, the most common strategies that Iranian post-graduate students perceive that they use were studied. This study adopted the quantitative method design in data analysis. The instrument for data collection is a questionnaire (Survey of Poetry Reading Strategies or SPRS). The participants were selected based on convenience random sampling. Sixty participants took part in the quantitative data collection. Results from the questionnaire showed use of Problem Solving strategies such as re-reading was perceived to be used more often than Global strategies such as making judgment and opinion and Support strategies such as analysing and evaluating. This study contributes the useful reading strategies in reading poetry by Iranian students. These results can be useful for both students and teachers in reading poetry.


Article visualizations:

Hit counter



SPRS, poetry, reading strategies

Full Text:



Abidin, M. J. Z., & Riswanto (2012). The use of comprehension strategies in reading academic texts among the students of state college for Islamic studies (stain) Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(1), 254-261.

Ahmad, S. M. S. (2015). Metacognitive awareness of reading strategies among French language students: is there a different between genders? International Journal of Arts & Sciences, 8(2), 13-28.

Ahmadi, M. R., & Gilakjani, A. P. (2012). Reciprocal teaching strategies and their impacts on English reading comprehension. Theory and Practice in language studies, 2(10), 2053-2060.

Alhaqbani, A., & Riazi, M. (2012). Metacognitive awareness of reading strategy use in Arabic as a second language. Reading in a foreign language, 24(2), 231-251.

Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3 (3), 1-33.

Annett, D. (2008). Implementing graphic texts into the language arts classroom. Minnesota English Journal, 44(1), 150-179.

Bang, H.-J., & Zhao, C. G. (2007). Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix, 7(1), 30-50.

Bernhardt, E. (2005). Progress and procrastination in second language reading. Annual review of applied linguistics, 25, 133-150.

Block, E. L. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.

Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26(1-2), 97-112.

Chen, K. T. C., & Chen, S. C. L. (2015). The Use of EFL Reading Strategies among High School Students in Taiwan. The Reading Matrix: An International Online Journal, 15(2), 156-166.

Ebrahimi, S. S. (2011). A Comparison of Different Reading Strategies While Reading Modern vs Shakespearian Poems. IPEDR, IACSIT Press, 20, 324-327.

Ebrahimi, S. S. (2012a). Reading Strategies of Iranian Postgraduate English Students Living at ESL Context in the First and Second Language. IPEDR, IACSIT Press, 30, 195-199.

Ebrahimi, S. S. (2012b). A Comparison of Different Reading Strategies in Reading Poems by EFL Readers. IPEDR, IACSIT Press, 33, 99-104.

Ebrahimi, S. S. (2016). Effect of Digital Reading on Comprehension of English Prose Texts in EFL/ESL Contexts, International Journal of English Language and Literature Studies, 5(2), 111-117.

Ebrahimi, S. S. (2013). Teaching English by Video Technology, New Literacies: Reconstructing Education and Language (pp: 310- 317). Chapter XXI, In Ambigapathy Pandian, et. al. (Eds), Newcastle upon Tyne, UK: Cambridge Scholars

Ebrahimi, S. S., & Zainal, Z. (2016). Survey of Poetry Reading Strategy as the Modern Tool to Identify Poetry Reading Strategies, Journal of Education and Practice, 7(19), 95-106.

Ebrahimi, S. S., & Zainal, Z. (2015). Common Strategies among EFL Students Reading Literature. LSP International Journal, 2(1), 31-36.

Ebrahimi, S. S., & Zainal, Z. (2014). English Poetry Stances By English As A Foreign Language Readers (pp: 116 – 131). In Lokman Mohd Tahir, et. al. (Eds), IEPS2014 International Education Postgraduate Seminar 2014, Proceedings: Innovation, Issues and Challenges for Educational Sustainability, Volume II, Universiti Teknologi Malaysia.

Fay, K., & Whaley, S. (2004). Becoming one community: Reading and writing with English language learners. Portland: Stenhouse Publishers.

Fotovatian, S., & Shokrpour, N. (2007). Comparison of the Efficiency of Reading Comprehension Strategies on Iranian University Students' Comprehension. Journal of College Reading and Learning, 37(2), 47-63. Francisco, CA: Jossey-Bass Inc.

Genc, H. (2011). Paper and screen: Reading strategies used by low-‐proficient EFL learners. Sino-US English Teaching, 8(10), 648-658.

Hạnh, L. T. B. (2014). Using metacognitive strategies to develop reading comprehension ability for English major students at college of foreign languages, danang university. Tạp chí Khoa học Đại học Huế, 88(10).

Hasan, S. W. (2015). The effect of teaching reading comprehension strategies on Iraqi EFL college students' performance in reading comprehension. مجلة جامعة بابل العلوم الانسانیة.

He, T-h. (2008). Reading for different goals: The interplay of EFL college students‘ multiple goals, reading strategy use, and reading comprehension. Journal of Research in Reading, 31(2), 224-242.

Iser, W. (1978). The act of reading: a theory of aesthetic response. Baltimore: Johns Hopkins University Press.

Islam, M. S., Rahman, M. S., & Haque, E. (2015). Exploring awareness of online reading strategies used by EFL learners in a developing country: A study on undergraduate students in Bangladesh. International Journal on E-Learning, 14(1), 29-54.

Karbalaei, A. (2010). A comparison of the metacognitive reading strategies used by EFL and ESL readers. The Reading Matrix, 10(2), 165-180.

Kim, N.H, & Jung, M.A. (2007). Reading Proficiency and Metacognitive Reading Strategies of L2 Readers. Paper presented in 2007 INTESOL. Indianapolis.

Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on second language reading development. Language learning, 57(s1), 1-44.

Li, L., & Kaur, S. (2014). Textbook reading strategies and its relationship to reading test performance. GEMA; Online Journal of Language Studies, 14(3), 1-18.

Madhumathi, P., & Ghosh, A. (2012). Awareness of reading strategy use of Indian ESL students and the relationship with reading comprehension achievement. English Language Teaching, 5(12), 131-140.

Magogwe, J. M. (2013). Metacognitive awareness of reading strategies of University of Botswana English as Second Language students of different academic reading proficiencies: original research. Reading & Writing-Journal of the Reading Association of South Africa, 4(1), 1-8.

Mokhtari, K., Reichard, C. (2002). Assessing students‘ metacognitive awareness of reading strategies. Journal of Educational Psychology. 94(2), 249–259.

Mokhtari, K., & Reichard, C. (2004). Investigating the strategic reading processes of first and second language readers in two different cultural contexts. System, 32, 279-294.

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.

Mokhtari, K., & Sheorey, R. (2008). Reading strategies of first- and second-language learners: See how they read. Norwood, MA: Christopher-Gordon Publishers.

Oxford, R. (1996). Why is cultural important for language learning strategies? In Oxford R. (Ed), Language learning strategies around the world: Cross-cultural perspectives (pp. ix-xv). Honolulu, HI: University of Hawaii Press.

Park, J. (2015). Insights into Korean EFL Students’ Reading Motivation, Proficiency, and Strategy Use. English Teaching, 70 (1), 57-74.

Poole, A. (2010). The reading strategies used by male and female English language learners: A study of Colombian high school students. New England Reading Association Journal, 46(1), 55-63.

Prichard, C. (2014). Reading Strategy Use of Low-and High-Proficiency Learners and the Effect of Reading Instruction. 大学教育研究紀要, 10, 115-122.

Rosenblatt, L. M. (2005). The transactional theory of reading and writing. In L. Rosenblatt (Ed.), Making meaning with texts (pp. 1-37). Portsmouth: Heinemann.

Sadeghi, E., & Zarei, G. R. (2013). Investigating the use of compliments in Persian and English: A case study of Iranian EFL students. Journal of Foreign Language Teaching and Translation Studies, 2(2), 30-49.

Sheorey, R., & Baoczcy, E.S. (2007). Metacognitive awareness of reading strategies among Hungarian college students (pp.161-173). In K. Mokhtari & R. Sheorey (Eds), Reading strategies of first- and second language learners: see how they read. Norwood, MA: Christopher-Gordon Publishers.

Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29, 431-449.

Sheorey, R., & Mokhtari, K. (2008). Differing perceptions of reading strategy use between native and non-native college students. Reading strategies of first-and second-language learners: See how they read, 131-141.

Sheorey, R., Kamimura, Y., & Freiermuth, M. (2008). Reading strategies of users of English as a library language: The case of Japanese ESP students. Reading strategies of first-and second-language learners, 175-184.

Taki, S. (2015). Metacognitive online reading strategy use: Readers' perceptions in L1 and L2. Journal of Research in Reading. 1-19.

Thao, V. T., Mai, L. H., & Ngoc, L. T. B. (2014). An Inquiry into Students’ Application of Metacognitive Strategies in Reading Technical Materials. Journal of Language Teaching and Research, 5(6), 1283-1291.

Van, T. T. M. (2009). The Relevance of Literary Analysis to Teaching Literature in the EFL Classroom. In English Teaching Forum (Vol. 47, No. 3, p. 2). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.

Wu, C. P. (2005). An investigation of metacognitive reading strategies used by EFL Taiwanese college students to comprehend familiar versus unfamiliar Chinese and English texts. Unpublished Doctoral dissertation. UMI Number: 3196084. DAI Number: A 66/11. University of Idaho.

Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: exploring pathways to learner development in the English as a second language (ESL) classroom. Instructional Science, 36(2), 89–116.



  • There are currently no refbacks.

Copyright (c) 2018 Shirin Shafiei Ebrahimi, Yeo Kee Jiar

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).