Reading Online in Foreign Languages: A Study of Strategy Use

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...

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Autor principal:	Richard Tsan-Jui Cheng
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	online reading online reading strategies reading strategy instruction foreign language learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/01b0ae15bef3437a9666c145f1441858
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spelling	oai:doaj.org-article:01b0ae15bef3437a9666c145f14418582021-12-02T19:20:54ZReading Online in Foreign Languages: A Study of Strategy Use10.19173/irrodl.v17i6.25671492-3831https://doaj.org/article/01b0ae15bef3437a9666c145f14418582016-12-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2567https://doaj.org/toc/1492-3831Scores 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. Richard Tsan-Jui ChengAthabasca University Pressarticleonline readingonline reading strategiesreading strategy instructionforeign language learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 6 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	online reading online reading strategies reading strategy instruction foreign language learning Special aspects of education LC8-6691
spellingShingle	online reading online reading strategies reading strategy instruction foreign language learning Special aspects of education LC8-6691 Richard Tsan-Jui Cheng Reading Online in Foreign Languages: A Study of Strategy Use
description	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.
format	article
author	Richard Tsan-Jui Cheng
author_facet	Richard Tsan-Jui Cheng
author_sort	Richard Tsan-Jui Cheng
title	Reading Online in Foreign Languages: A Study of Strategy Use
title_short	Reading Online in Foreign Languages: A Study of Strategy Use
title_full	Reading Online in Foreign Languages: A Study of Strategy Use
title_fullStr	Reading Online in Foreign Languages: A Study of Strategy Use
title_full_unstemmed	Reading Online in Foreign Languages: A Study of Strategy Use
title_sort	reading online in foreign languages: a study of strategy use
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/01b0ae15bef3437a9666c145f1441858
work_keys_str_mv	AT richardtsanjuicheng readingonlineinforeignlanguagesastudyofstrategyuse
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Reading Online in Foreign Languages: A Study of Strategy Use

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