On the Validation of a Preliminary Model of Reading Strategy Using SEM: Evidence From Iranian ELT Postgraduate Students

The present study was an attempt to refine a qualitatively proposed model of ELT discipline-specific reading strategies to provide a better interpretation of qualitative findings. Hence, in line with the components of the previous model, that is, ۶ factors and ۳۲ categories, a ۶-hypothetical factor and a ۳۳-item questionnaire were considered in the design of the ELT discipline-specific questionnaire. The questionnaire was piloted with ۱۸۰ ELT postgraduate learners, and its reliability and the related validities were checked. Finally, the ۲۵-item questionnaire of ELT reading strategies was distributed to ۳۲۲ ELT postgraduate students. Then, the initial structure of the model was tested using CFA to come up with a final model of ELT reading strategy questionnaire. Results substantiated the initial structure of EFA with ۶ factors and ۲۵ items. Consequently, the proposed model of reading strategies can be negotiated with teacher educators. Results can make teacher educators aware of the marginalized voices of ELT postgraduate students. As a result, teacher educators might teach those strategies, when necessary, to student teachers.

Keywords:

validation , Preliminary Model , Reading Strategy