Reading-strategy use by English as a second language learners in online reading tasks
Computers & Education Volume 57, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd
This study investigates adult English language learners’ reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and collaboratively. This qualitative case study aims (a) to assess college-level ESL learners’ use of reading strategies for online second language (L2) texts and (b) to examine their use of hypertext and hypermedia resources while they read online L2 text. The seven strategies were (a) using hypermedia, (b) using computer applications and accessories, (c) dialoguing, (d) setting up reading purposes and planning, (e) previewing and determining what to read, (f) connecting prior knowledge and experiences with texts and tasks, and (g) inferring. The first two strategies were unique to online readings; the five remaining strategies apply to both online readings and paper-based text readings. The findings also revealed that “hybrid” online reading emphasized participants’ various reaction patterns and preferences in their hypermedia learning environments.
Park, H.R. & Kim, D. (2011). Reading-strategy use by English as a second language learners in online reading tasks. Computers & Education, 57(3), 2156-2166. Elsevier Ltd.
- Adult Students
- case studies
- College Students
- computer mediated communication
- English (Second Language)
- Group Activities
- learning communities
- Multimedia/hypermedia reading
- Online reading
- PRIOR LEARNING
- Reading Materials
- Reading Strategies
- second language learning
- teaching and learning strategies
Cited ByView References & Citations Map
Hussain Alkhalifah, Elizabeth Hansen, Anne Tapp & Douglas Hansen, Saginaw Valley State University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2212–2215
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