The interaction effects of reading proficiency and personality types on EFL university students’ online reading strategy use

Anggraini, Merliyani Putri; Cahyono, Bambang Yudi; Anugerahwati, Mirjam; Ivone, Francisca Maria

doi:10.1007/s10639-022-10979-9

Cited by 4 publications

(5 citation statements)

References 53 publications

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“…Although Telegram supported bigger files (up to 2GB), lesser file sizes were utilized to facilitate download. According to Anggraini, Cahyono, et al (2022), technology produce some intrinsic incentive in L2 students for reading comprehension, which may have a part in the students' reading performance. The motivating feature of new technology and learning settings was apparent in the current study since most students readily volunteered in pre-class and in-class activities.…”

Section: Discussionmentioning

confidence: 99%

“…As one of the most crucial information processing skills (Hahnel et al, 2022), which depends on cognitive and linguistic processes (Nation, 2019), reading can influence students' academic success (Mulatu & Regassa, 2022;Alisaari et al, 2018). Generally, the utility of technology for reading creates critical challenges for education in terms of the speed of processing, text recall, and reading comprehension (Anggraini, Cahyono, et al 2022;Beard, 2021). Previous research has investigated reading across mediums to determine its effectiveness in supporting students' reading abilities.…”

Section: Introductionmentioning

confidence: 99%

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Reading English Texts through Telegram App: Indonesian Vocational Students’ Perceptions

Suci

Basthomi²,

Cahyono³

et al. 2022

HJLCB

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This study investigates how the students perceive the use of Telegram on their reading comprehension. For this purpose, 104 students in an Indonesian vocational school who are from various majors are selected to fulfil an online questionnaire about Telegram acceptance for learning English. Then, its result is compared to the score of students’ reading comprehension. For its validity of reading comprehension achievement, this study employs construct validity of the reading text that the English teacher gives. Accordingly, this study reveals a weak correlation between how the students perceive the use of Telegram and the students’ reading comprehension. It is signified by the correlation between the two variables of interest .364 which is significant at the .000 level. It indicates that the student’s perception and the reading comprehension for this set of data are significant but in a weak relationship. This may be caused by the reading strategy, reading text that is not exactly valid and Telegram function which comprises merit and demerit.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reading English Texts through Telegram App: Indonesian Vocational Students’ Perceptions

Suci

Basthomi²,

Cahyono³

et al. 2022

HJLCB

View full text Add to dashboard Cite

show abstract

“…To improve students' ability to employ suitable reading strategies, teachers may actively direct students to do so during the teaching process. Anggraini (2022) studied the reading strategies commonly used by English college students with different reading abilities and personalities [22]. The results show that students with different reading levels and personality types use English web texts differently.…”

Section: Table 2: Summary Table On Reading Strategiesmentioning

confidence: 99%

Reading Motivation and Reading Strategies of Non-English Majors in Selected Universities in China

2023

appep

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English reading is a significant component of College English teaching. Reading is a critical way to absorb English language information and understand culture and the foundation for cultivating students' practical language application ability. High standards for students' reading comprehension skills have been outlined in Teaching Requirements for English Courses in universities. Despite the widespread focus on reading in school education, students' overall reading proficiency has not considerably increased. Therefore, this study examined the correlation between non-English majors' reading motivation and reading strategies to provide pedagogical suggestions for teaching and learning in EFL reading. In this study, 420 non-English majors from two universities in east China's Anhui Province were investigated by answering questionnaires on reading motivation and reading strategies. Quantitative research techniques were used to analyze whether the two variables were significant, and the correlation between the two. The results demonstrated that Chinese non-English majors showed an average level of reading motivation, with utility ranking as the main driver. The respondents frequently employed reading strategies, where they were most likely to apply problem-solving strategies. Meanwhile, reading motivation and reading strategies were positively correlated.

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“…In order to read online, individuals need to ensure that their devices, such as mobile phones and laptops, are connected to the Internet. Staying focused on the academic material can be challenging due to the potential for distractions from social media, advertisements, emails, or other websites (Anggraini et al, 2022). Furthermore, due to the huge number of digital materials available, online academic reading exposes individuals to the risk of information overload (Sandberg, 2011).…”

Section: 1mentioning

confidence: 99%

Online Reading and Reasons for Reading Struggles: A Case Study

Xavier Belaman,

Hashim,

Zakaria

et al. 2023

IJARBSS

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This quantitative survey investigates the perceptions of 123 undergraduate learners from various faculties at a public university in Malaysia regarding their online academic reading strategies. The study aims to understand how these learners perceive challenges in online reading and evaluate their utilisation of global, problem-solving, and support reading strategies. The research employs a comprehensive survey instrument encompassing three sections: Demographic profiles, exploration of reading challenges, and perceived use of global, problem-solving, and support reading strategies. Findings uncover challenges, including linguistic inadequacy and anxiety, influencing learners' engagement and comprehension in online academic reading. These results offer implications for educators to address these challenges and enhance the online academic reading experiences of learners.

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The interaction effects of reading proficiency and personality types on EFL university students’ online reading strategy use

Cited by 4 publications

References 53 publications

Reading English Texts through Telegram App: Indonesian Vocational Students’ Perceptions

Reading English Texts through Telegram App: Indonesian Vocational Students’ Perceptions

Reading Motivation and Reading Strategies of Non-English Majors in Selected Universities in China

Online Reading and Reasons for Reading Struggles: A Case Study

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