Some insights into the academic reading experience of English philology students
Some insights into the academic reading experience of English philology students

Summary/Abstract: The paper reports the results of a study which aimed to investigate selected aspects of the academic reading experience of English philology students concerning the use of reading and note-taking strategies. Having accomplished a variety of academic reading assignments in linguistics, psycholinguistics, literature, history, culture, and EFL didactics, the participants of the study developed as disciplinary readers and acquired an array of metacognitive strategies which made it possible for them to consciously reflect on the process of learning English and gaining subject-specific knowledge. The students filled in a questionnaire with two closed-item questions regarding the helpfulness of reading and note-taking strategies and two open-ended questions probing their preferences for combining the two types of strategies and switching to the native language while using them. The analysis of the participants’ assessment of the helpfulness of reading and note-taking strategies and their preferences for the use of those strategies made it possible to gain some valuable insights into the students’ strategic approach to disciplinary reading. Some implications for future research and more efficient academic reading practice will be suggested.

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