TY - JOUR
T1 - EFL learners' use of online reading strategies and comprehension of texts
T2 - An exploratory study
AU - Huang, Hsin chou
AU - Chern, Chiou lan
AU - Lin, Chih cheng
N1 - Funding Information:
This study was partially supported by the National Science Council, Taiwan, ROC, Project No. NSC 94-2411-H-003-027.
PY - 2009/1
Y1 - 2009/1
N2 - This study investigated EFL learners' online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students' level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.
AB - This study investigated EFL learners' online reading strategies and the effects of strategy use on comprehension. To fulfill the purposes of this study, a Web-based reading program, English Reading Online, was created. Thirty applied English majors, divided into a high group and a low group based on their proficiency levels, were asked to read four authentic online texts; two were appropriate to the students' level of proficiency, and two were more difficult. Results from data analysis showed that the use of support strategies dominated the strategy use and contributed to most of the comprehension gains, but an exclusive dependence on support strategies did not successfully predict the increase in scores on main ideas and details when the students were reading more challenging texts. On the whole, the use of global strategies significantly contributed to better comprehension, especially for low proficiency students.
KW - Improving classroom teaching
KW - Pedagogical issues
KW - Post-secondary education
KW - Teaching/learning strategies
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U2 - 10.1016/j.compedu.2008.06.003
DO - 10.1016/j.compedu.2008.06.003
M3 - Article
AN - SCOPUS:56249097199
SN - 0360-1315
VL - 52
SP - 13
EP - 26
JO - Computers and Education
JF - Computers and Education
IS - 1
ER -