scholarly journals Online Reading Strategy in Academic Reading by Foreign Language Learners during Covid 19 Outbreak

2021 ◽  
Vol 13 (1) ◽  
pp. 374-386
Author(s):  
Erni Erni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Strategies ◽  
Global Strategy ◽  
Mixed Method Research ◽  
Online Reading ◽  
Academic Reading ◽  
Foreign Language Learners ◽  
And Gender ◽  
Problem Solving Strategy

This mixed-method research used questionnaires, in-depth interviews, and open-ended questions as the instrument of data collection.  Twenty-five samples were selected randomly from 112 populations. The objectives of the study were to explore online reading strategies in academic reading by foreign language learners during the Covid 19 outbreak. This study revealed that: Using online reading strategies by foreign language learners were varied in four different types, namely global strategy, problem-solving strategy, support strategy, and soci0-effective strategy. Motivation influenced foreign language learners' online reading strategies for  13.65%  in academic reading during the Covid 19 outbreak; meanwhile, age and gender influenced less. Motivation influenced online reading strategies used by foreign language learners during the Covid 19 outbreak for two purposes: integrated and instrumental motivations. These two types of motivation influenced the choices and use of learners' online reading strategies during the Covid 19 outbreak.

scholarly journals Reading Online in Foreign Languages: A Study of Strategy Use

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Richard Tsan-Jui Cheng
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Strategies ◽  
Online Survey ◽  
Language Teachers ◽  
Foreign Languages ◽  
Future Research ◽  
Online Reading ◽  
Foreign Language Learners ◽  
Significant Difference

<p class="3">Scores of studies have established that when learning online, students must be equipped with different sets of strategies and skills than in a physical classroom setting (Anderson, 2003; Broadbent &amp; Poon, 2015; Coiro, 2007; Leu et al., 2007; Michinov, Brunot, Le Bohec, Juhel, &amp; Delaval, 2011; Salmon, 2013).  The present study, by virtue of exploring foreign language learners’ online reading experience, aimed to identify the reading strategies that learners would use when engaged in online reading activities in the target foreign languages.  Thirty-two foreign language learners whose native language was English participated in the study.  The Online Survey of Reading Strategies (OSORS) designed by Anderson (2003) was administered to investigate the following four research questions: (1) What are the strategies that language learners would or would not use when reading online in foreign languages? (2) Would foreign language learners use some of the online reading strategies more frequently than other strategies? (3) Would different levels of foreign language proficiencies influence language learners’ use of the strategies?  (4) What could foreign language teachers do in their instruction to help students acquire and broaden their repertoire of online reading strategies?  Data analysis demonstrated the most and least frequently used strategies of the foreign language learners and uncovered a significant difference in the frequency of use among the strategies.  However, there was no significant difference found between the use of online reading strategies and learners’ foreign language proficiencies.  Implications and suggestions for future research and practice were proposed accordingly.      </p>

scholarly journals The Tourism Students’ Awareness of Communicative Competence in an English as a Foreign Language Context

2018 ◽  
Vol 14 (5) ◽  
pp. 184
Author(s):  
Ercilia Loera Anchondo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Structured Interview ◽  
Target Language ◽  
Ciudad Juarez ◽  
Mixed Method Research ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Context

The present research aimed to find out the students’ awareness towards the concept of communicative competence and to discover if exposure serves as a tool in the development of the latter. Applying a mixed-method research design, quantitative and qualitative data were gathered with three different instruments: a face-to-face questionnaire, a semi-structured interview, and a structured observation. The subjects consisted of forty-six English as a Foreign Language learners in the intermediate and advanced levels in the Tourism major at the Universidad Autónoma de Ciudad Juárez. Eleven questions were designed to find out the students’ awareness on communicative competence and its components. The interview was based on the elements of communicative competence and the activities related to exposure to the target language. The observation considered details in regards to the students’ performance in the linguistic and pragmatic components of communicative competence. Results indicated that participants are aware of the concept under study and its components. Their answers to the interview and their performance in the observation proposed that exposure to the target language have been used towards the development of certain elements in their communicative competence. Recommendations derived from the present study include making students comprehend what the acquisition of a communicative competence encompasses, which is to manage the target language through the use of the four skills. Secondly, it is of great importance to promote in students the habit of practicing the target language outside the classroom. Finally, it is necessary to pay attention to phonological features such as word stress, pitch, and intonation to improve pronunciation.

scholarly journals Metacognitive Reading Strategies Use by English and French Foreign Language Learners

2020 ◽  
Vol 12 (2) ◽  
pp. 243-262
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Strategies ◽  
English Language ◽  
French Language ◽  
Foreign Language Learners ◽  
Support Strategies ◽  
Language And Literature ◽  
Metacognitive Reading Strategies ◽  
Global Strategies

he present study aims to investigate the use of metacognitive reading strategies by 240 fourth-year students majoring in English Language and Literature or French Language and Literature at Jordanian universities. The Survey of Reading Strategies Questionnaire (SORS) (Mokhtari and Sheorey, 2002) was used for data collection. It consists of 30 items divided into three reading strategies: Problem Solving strategies, Support strategies, and Global strategies. The findings showed that English language learners and French language learners reported moderate use of metacognitive reading strategies and a tendency towards the use of Global reading strategy (M= 3.06) more than Support (M= 3.01) and Problem Solving (M= 2.88) strategies. Significant differences existed in the categories of metacognitive reading strategies use between the two groups of the study. The findings indicated that foreign language learners might recognize which strategies to use, but they may not have knowledge of how to use them successfully. They need to know how to use reading strategies correctly not only to know which strategies to employ. It is recommended that larger-scale studies be conducted to investigate the relationship among reading strategies of language learners, texts of different difficulties and lengths, and learning styles. Keywords: Metacognitive reading strategies, global strategies, support strategies, problem.

scholarly journals English as a Foreign Language Learners’ Major and Meta-cognitive Reading Strategy Use at Al-Balqa Applied University

2017 ◽  
Vol 10 (9) ◽  
pp. 69
Author(s):  
Tamador Khalaf Abu-Snoubar
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Language Learners ◽  
Reading Strategies ◽  
Order Problem ◽  
Significance Level ◽  
Academic Field ◽  
Foreign Language Learners ◽  
Metacognitive Reading Strategies ◽  
Humanities Students

This quantitative study aimed to investigate and compare the use of metacognitive reading Strategies among English as a foreign language students at Al-Balqa Applied University based on their academic field of study. The Survey of Reading Strategies (SORS) (Mokhtari & Sheory, 2002) was the instrument employed. This survey divides the strategies into three categories: global, problem solving and support strategies. The 86 participants are enrolled in different academic fields of study and were classified into two groups: students of the faculties of humanities (39=45.3%) and scientific faculties students (47=54.7%). The participants proved to be high users of the overall strategies (M=3.6023, S.D.=1.3189) and they employed the strategies in the following order: problem solving, support and global. No statistically significant changes were found between the two groups concerning at the significance level of 0.05. The most employed strategy by the humanities students was the support strategy “I go back and forth in the text to find relationships among ideas in it” (M=4.5385, S.D.=.83661). The scientific faculties students top ranked strategy was problem solving “I read slowly and carefully to make sure I understand what I am reading” (M=4.2128, S.D.=0.8831). The finding obtained would help EFL curricula planners and teachers to deepen their understanding of the learners’ reading procedures.

scholarly journals AN OVERVIEW OF THE ENGLISH READING STRATEGIES AND CHINESE READING STRATEGIES

2021 ◽  
Author(s):  
WEN-JUN LI
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Reading Strategies ◽  
Academic Research ◽  
Foreign Language Learning ◽  
Foreign Language Learners ◽  
English Reading ◽  
Solid Foundation ◽  
Necessary And Sufficient

In this modern age of knowledge explosion, reading is regarded as one of the most efficient means to obtain the information on science, academic research and other different fields. Moreover, reading plays an important role in foreign language learning and communication. It not only offers necessary and sufficient linguistic input for foreign language learners, but also lays a solid foundation for the learners’ comprehensive ability in language learning. This paper will have an overview of reading strategies at home and abroad in order to have deeper understanding and clearer insights into the learners’ reading strategy use.

Comparing Foreign Language Learners’ Use of Online Glossing Programs

2010 ◽  
Vol 1 (4) ◽  
pp. 31-51 ◽  
Author(s):  
John Paul Loucky ◽  
Frank Tuzi
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Lexical Processing ◽  
Vocabulary Learning ◽  
Learning Tools ◽  
Online Reading ◽  
Relative Level ◽  
Foreign Language Learners ◽  
Actual Use

This study furthers research in three crucial related areas: 1) comparing various online glossing and vocabulary learning tools; 2) language teaching and learning using a more natural bilingualized approach to developing online reading skills in a second or foreign language; and 3) comparing the relative level of enjoyment and effectiveness students experience when using various CALL programs. This paper applies recent insights into vocabulary learning behaviors and functions online and investigates whether teachers can help learners increase their use of online glosses to improve their vocabulary learning by giving them automatic mouse-over instant glosses versus optional, clickable, mechanical access. The authors compare Japanese college students’ actual use of three types of glossing when reading similar texts online. The findings suggest that an expanded glossing system that helps encourage deeper lexical processing by providing automatic, archivable glosses would be superior for digital vocabulary learning because it can simultaneously offer better monitoring and more motivation vis-à-vis online word learning.

Foreign language motivation in primary education students

2021 ◽  
Author(s):  
Francisco Gallardo-del-Puerto ◽  
Zeltia Blanco-Suárez
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Primary Education ◽  
Parental Support ◽  
Influential Factor ◽  
Educational Setting ◽  
Northern Spain ◽  
Education Students ◽  
Foreign Language Learners ◽  
And Gender

Abstract This article explores the effects of the type of instruction (Content and language integrated learning, CLIL, vs. non-CLIL) and gender upon foreign language motivation in Primary Education learners in northern Spain. A total of 252 students with ages ranging from 9–12 completed a questionnaire measuring different motivation components. Results showed that CLIL students seem to manifest greater parental support and be more critical with their image as foreign language learners. Additionally, gender turned out to be a more influential factor in non-CLIL learning settings, since non-CLIL males obtained worse results than their female counterparts in overall motivation and intrinsic motivation. This gender effect was not observed in CLIL classrooms, which potentially makes this learning approach a more egalitarian educational setting for both genders in terms of foreign language motivation.

Improving Online Readability and Information Literacy

2011 ◽  
pp. 284-305 ◽  
Author(s):  
John Paul Loucky
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Media Literacy ◽  
Information Literacy ◽  
Language Education ◽  
Foreign Language Education ◽  
Online Reading ◽  
Foreign Language Learners

This chapter integrates important challenges of how to improve accessibility, readability and learnability of online content. It is concerned with issues of how to create effective and enjoyable contents for online learning that is linguistically accessible, textually comprehensible and readable for foreign language learners. Information literacy is an umbrella term encompassing computer, critical, digital, and media literacy. Yet a crucial area for research is the overlap of traditional reading literacy and new forms of online and digital library literacy. This area seems to have been largely overlooked and under-researched. This chapter elucidates how various threads can be more skillfully woven together so as to enhance online reading and language learning skills. The aim is to gain insights that enhance online learning and integrate information literacies in foreign language education.

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