Reading Online in Foreign Languages: A Study of Strategy Use

Abstract

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 & Poon, 2015;Coiro, 2007;Leu et al., 2007;Michinov, Brunot, Le Bohec, Juhel, & 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.

The EFL students’ online reading determinants: Perceiving from their selected folklore readings

“…However, students with reading deficiencies need to discover significant problem-solving to obtain reading comprehension. Realizing this condition, online reading remained a substantial current trend of comprehending EFL students' literacy skills with the digitized information era (Cheng, 2016). In this case, students' reading effectiveness determined their online reading experience by applying some digital devices accordingly.…”

“…In online circumstances, under appropriate instruction, students can increase their reading exposures towards the authentic materials and focus their linguistic knowledge flexibly. The substance and teachability of reading strategies and performance have experientially been handled to ascertain students who engage and develop online reading practices (Cheng, 2016).…”

Estrategias Metacognitivas Para La Lectura en Línea: Estudio De Caso De Estudiantes Tailandeses De Ele Universitarios

“…La destreza para leer en línea se ha convertido en una de las habilidades más relevantes que el ciudadano del siglo XXI ha de adquirir (Anderson, 2003;Broadbent & Poon, 2015;Coiro, 2007Coiro, y 2011Leu et al, 2007;Michinov, Brunot, Le Bohec, Juhel, & Delaval, 2011;Salmon, 2013;Cheng, 2016). Leer en línea requiere de una serie de estrategias diferentes a las que utilizamos cuando lo hacemos de forma analógica porque los formatos de los textos escritos, en uno y otro contexto, son muy diferentes (O'hara & Sellen, 1997).…”

“…DE ENCUENTRO -www.auladeencuentro.safa.edu textos, imagen, audio, video, así como enlaces y herramientas de navegación, de interacción, creación y comunicación» (Pinto, García y Manso, 2014, p. 79). Esto implica que cuando un lector lee en línea debe estar más alerta y desempeñar un rol más activo en el proceso de lectura para aplicar de forma adecuada las estrategias necesarias que contribuyan a construir conocimiento y comprender el texto escrito (Vaca y Hernández, 2006;Cheng, 2016).…”

“…Las investigaciones de O´Hara y Sellen (1997) demuestran que es más sencillo obtener información concreta cuando la lectura se realiza en formato analógico que en línea. La lectura en línea requiere que el lector posea una alfabetización novedosa (Cheng, 2016). Esto implica que, dado que el uso de la lectura en línea es cada vez más extendido y requiere de unas habilidades diferentes a las utilizadas en la lectura de textos impresos (Brandl, 2002;Kymes, 2005;Bannert & Mengelkamp, 2008;Tseng, 2010), es necesario dotar a los estudiantes con estrategias específicas para que el proceso sea efectivo (Arnold, 2009).…”