scholarly journals An Examination of Offline And Online Reading Strategies in EFL Contexts

2014 ◽  
Vol 3 (5) ◽  
Keyword(s):  
Reading Strategies ◽  
Online Reading

“Google and me together can read anything.” Online reading strategies to develop hypertext comprehension in ESL readers

2021 ◽  
Vol 17 (2) ◽  
pp. 896-914
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Strategies ◽  
Literacy Skills ◽  
Strategy Training ◽  
Online Reading ◽  
Esl Teachers ◽  
Topic Familiarity ◽  
Online Reading Comprehension ◽  
Online Texts

If we are to build in our students, literacy skills relevant for the 21st century, reading classrooms need to take into account the changing nature of texts that our students are required to read in real-world contexts (Alexander & The Disciplined Reading and Learning Research Laboratory, 2012). This paper exhorts ESL teachers to use online texts or hypertexts, in addition to print textbooks, in the reading classroom. The use of hypertexts can increase the literacy participation of students by making reading authentic, and ensuring literacy skills they acquire more meaningful and productive (Coiro, Killi, & Castek, 2017). In the reading classroom where this research was located, it was observed that readers who scored low on reading comprehension tests based on print texts demonstrated higher levels of comprehension while performing on tests based on hypertexts. The study was conducted to identify the reading strategies used by these readers. It was found that ESL readers were able to overcome deficits in their prior knowledge (topic familiarity) and/or language proficiency by using specific reading and navigating strategies. This paper proposes that strategy training in the use of newer reading and navigating strategies might help develop online reading comprehension expertise and build independent reading habits in ESL readers.

scholarly journals Indonesian EFL university students' metacognitive online reading strategies before and during the Covid-19 pandemic

2021 ◽  
Vol 8 (1) ◽  
pp. 16-33
Author(s):  
Agus Rianto
Keyword(s):  
Reading Strategies ◽  
Online Survey ◽  
Online Reading ◽  
Support Strategies ◽  
Learning Conditions ◽  
Efl Students ◽  
Problem Solving Strategies ◽  
The Individual ◽  
Individual Strategies ◽  
Global Strategies

This descriptive study focused on investigating the use of metacognitive online reading strategies that were associated with learning conditions before and during the Covid-19 Pandemic. The respondents were 244 Indonesian EFL students taking an English subject at the Borneo Tarakan University. Data were collected using the Online Survey of Reading Strategies (OSORS) through the application of Google Form. The collected data were analyzed descriptively and quantitatively. The results showed that before the pandemic, support strategies were used more frequently, while global strategies were used less frequently. During the pandemic, support strategies and problem-solving strategies were more dominantly used, while global strategies remained the least used. Although the students differed significantly in using the overall and categorical strategies, they did not have differences in using some of the individual strategies. The students were moderate users of the strategies before the pandemic and were high users during the pandemic. These results imply that EFL students need to have metacognitive awareness to help them better understand what they read online. This can be done by involving students more actively in the use of strategies, especially those that were not different when used before and during the Covid-19 pandemic.

Using iREAD in Understanding Online Reading Strategies Applied by Science and Technology Students

2018 ◽  
Vol 13 (3) ◽  
pp. 18-32
Author(s):  
Ruhil Amal Azmuddin ◽  
Nor Fariza Mohd Nor ◽  
Afendi Hamat
Keyword(s):  
Data Collection ◽  
Reading Strategies ◽  
Qualitative Data ◽  
Science And Technology ◽  
Academic Disciplines ◽  
Online Reading ◽  
Structured Interviews ◽  
Engineering Programs ◽  
Undergraduate Engineering ◽  
Technology Students

This article describes how with the growth of online learning, reading hypertext materials requires both online reading and navigational strategies. This article was conducted as part of a pilot study on qualitative data collection into reading of Science and Technology hypertexts that focuses on reading and navigational strategies of five university students enrolled in undergraduate Engineering programs. It presents the application of iREAD; Interactive Reading for Academic Disciplines that integrates various e-literacy tools to facilitate reading of academic hypertexts. Student's participation was within iREAD through the use of annotation tool and discussion forum. The two-phased data collection was conducted qualitatively through semi-structured interviews, screen records, and retrospective interviews. The results show that the participants mainly used a global reading strategy, serial, and mixed overview navigational strategies in the online reading environment. In addition, the article concluded that iREAD assists students to understand and organize hypertexts materials better with the use of e-tools.

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.

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