The boom in education industry is further supported by the added convenience of distance and online learning has encouraged adult learners to pursue their studies. Reading is the most important skill for undergraduates in higher institutions. Reading skills are required to access knowledge for learning. Reading skills are needed to write assignments in higher institutions of learning. This study is therefore done to investigate adult learners’ perception of reading strategies used. The use of strategies portrays the attribution portrayed by the learners- dispositional and situational attributions. This quantitative pilot study is done to investigate adult learners’ perception on their use of reading comprehension strategies. 38 adult learners taking online undergraduate courses took part in this study. The instrument used is a survey with 5 Likert scales. The survey has 2 main sections; dispositional and situational attribution. A summary of findings revealed that the dispositional attribution that is evident during reading comprehension activity are the readers’ perception of difficulties they encounter and also their perception of their use of metacognitive strategies. Next, for situational attribution, this study focused on the use of (a) cognitive and (b) social-affective reading strategies among academic readers. Findings in this study bear interesting implications in the teaching of academic reading for adult learners.
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In-Text Citation: (Rahmat et al., 2022)
To Cite this Article: Rahmat, N. H., Jincheng, Z., Rahman, S. A. S. A., Yunos, D. R. M., Taib, S. A., Sim, M. S., & Hassan, A. F. A. (2022). Exploring the Balance of Using Dispositional and Situational Attribution in Reading. International Journal of Academic Research in Business and Social Sciences, 12(8), 649– 661.
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