ESL students’ perceptions of using a social bookmarking tool for the development of reading in a second language

Vorobel, Oksana; Voorhees, T.; Gokcora, Deniz

doi:10.29140/jaltcall.v14n3.230

Cited by 2 publications

(6 citation statements)

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“…For example, Syful said: ‘If I feel like this is quite essential for me and my classmate, I can post that link into Diigo’ (Interview 1 with Syful). While Syful relied on his own opinion about the article, Duhahude sought other students' feedback and followed his peer's advice (Vorobel et al, 2018). Jenelle also reported that she valued others' opinion about the articles that she chose to bookmark.…”

Section: Resultsmentioning

confidence: 99%

“…All five participants reported that Diigo facilitated development of their reading in L2 because it motivated them to read to bookmark and post articles and to learn what their peers post and think about the articles posted (Vorobel et al, 2018). All five of them also considered reading essential for their language learning.…”

Section: Resultsmentioning

confidence: 99%

“…This study is part of a larger qualitative multiple case study in which we investigated language learners' perceptions and use of a social bookmarking tool (Creswell & Poth, 2017; Vorobel et al, 2018). In this article, we explore language learners' digital literacies with the focus on digital information literacy and reading practices online.…”

Section: Methodsmentioning

confidence: 99%

“…Some students reported issues with computer access and use and wrote summaries of low quality. In Vorobel et al's (2018) study on language learners' perception of the use of Diigo for the development of their reading in L2, this social bookmarking tool allowed ESL learners to collaborate and create a community of L2 readers, benefited their development of reading in L2, and enhanced students' motivation and engagement in reading in the target language.…”

Section: Literature Reviewmentioning

confidence: 99%

“…While these foci are important, more research is needed on language learners' digital information literacy and reading practices online using social bookmarking tools, especially in a community college setting. The only two relevant studies, to our knowledge, focused on the effect of reading online and the use of social bookmarking on English as a Foreign Language (EFL) students' participation and motivation at a university in Japan (Prichard, 2010) and on community‐college English as a Second Language (ESL) students' perceptions of using a social bookmarking tool for the development of their reading in L2 (Vorobel et al, 2018). Exploring digital information literacy and reading practices online is important as language learners have to search for, evaluate, and read information online in their academic contexts and everyday life.…”

Section: Introductionmentioning

confidence: 99%

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Language learners' digital literacies: Focus on students' information literacy and reading practices online

Vorobel

Voorhees

Gokcora

2021

Computer Assisted Learning

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The widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community‐college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple‐case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e‐journals. Thorough within‐ and cross‐case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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