Metacognitive Online Reading Strategies in Foreign Language Learning Context at University
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Abstract
Purpose – this research is aimed to identify the metacognitive online reading strategies employed by MRU students and assess the interrelation between online reading strategies and metacognitive awareness.
Design/methodology/approach – the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS), the survey, which helped to identify MRU students’ metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS) was composed of 38 items.
Findings – the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use) indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students’ attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students’ online learning tasks.
Research limitations/implications – the research sample is rather limited (89 participants).
Practical implications – seeking to develop students’ online reading capacity, it is valuable for teachers to discover students’ preferences for online reading strategies and identify encountered problems before focussing on the online reading issues, in which MRU students need the most help.
Originality/value – the findings in relation to the usage of metacognitive online reading strategies employed by MRU language learners imply that reading comprehension is not only a matter of language proficiency, but, in part, a matter of metacognitive reading online strategies.
Research type: research paper.
Design/methodology/approach – the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS), the survey, which helped to identify MRU students’ metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS) was composed of 38 items.
Findings – the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use) indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students’ attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students’ online learning tasks.
Research limitations/implications – the research sample is rather limited (89 participants).
Practical implications – seeking to develop students’ online reading capacity, it is valuable for teachers to discover students’ preferences for online reading strategies and identify encountered problems before focussing on the online reading issues, in which MRU students need the most help.
Originality/value – the findings in relation to the usage of metacognitive online reading strategies employed by MRU language learners imply that reading comprehension is not only a matter of language proficiency, but, in part, a matter of metacognitive reading online strategies.
Research type: research paper.
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