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

Abstract

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.

Online Reading Strategies in EFL: A Review

“…The two other questionnaires, SORS and OSORS, are based on the conception of classifying reading strategies into global reading strategies, problem-solving strategies, and support strategies. The findings of the reviewed studies, in general, show that the most frequently used reading strategies were problem-solving strategies, which is followed by global reading strategies, and finally support strategies (Meniado, 2016;Omar, 2014' Yaghi, 2021, Behdani, Sharif & Hemmati, 2016Pasaribu, 2017;Ahmadian & Pasand, 2017;Mukhli & Amir, 2017;Rianto, 2021). However, one of the studies (Al-Seghayer.…”

“…All of them include a focus on self-reported strategy use through Reading Strategy Use Questionnaire (Naseri & Zaferanieh, 2012), Survey of Online Reading Strategies (SORS) (Meniado, 2016;Pei, 2014;Al-Seghayer. 2014;Yaghi, 2021, Behdani, Sharif & Hemmati, 2016Pasaribu, 2017;Mukhli & Amir, 2017), Online Survey of Reading Strategies (OSORS) (Omar, 2014;Chen, 2015, Ahmadian & Pasand, 2017Rianto, 2021). A study (Taki & Soleimani, 2012) even used SORS and OSORS.…”

Correlation Between Student Internet Access and Teachers’ Self-Efficacy in Teaching Online Classes

“…The sudden closures of schools worldwide due to the Covid-19 pandemic has challenged the face-to-face in-classroom teaching practices that the education sector currently relies on [10]. Many schools closed at the start of the pandemic, and all teaching and learning were immediately moved to an online platform, changing the way teachers and students interact up until now [11], [12]. According to UNESCO, about 195 countries have closed schools in the spring, 2020, and interrupted more than 1.5 billion students worldwide [13].…”

The Effect of Explicit Training of Metacognitive Reading Strategies on Online Reading Comprehension

“…Some studies suggest a positive correlation between the use of metacognitive reading strategies and reading scores (Alıcı & Serdaroğlu, 2016;Memiş & Kandemir, 2019;Memiş & Kandemir, 2019). Studies investigating online metacognitive reading strategies were Arab World English Journal www.awej.org ISSN: 2229-9327 248 similar to those cited in printed materials (Azmuddin, Nor, & Hamat, 2017;Rianto, 2021). It has been reported that students used problem-solving strategies the most, although global reading and support reading strategies were the least used.…”