Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading

The Covid-19 pandemic has significantly accelerated digitization of higher education worldwide and reading online has become vital for students to grasping new knowledge and understanding course contents. As educators, it is important to understand our students’ affective attributes towards the new...

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Autores principales:	Kangxing Dong, Chiam Kee Swan, Hafizoah Kassim
Formato:	article
Lenguaje:	EN
Publicado:	Universitas Muhammadiyah Metro 2021
Materias:	online reading affective attributes self-efficacy motivation anxiety Special aspects of education LC8-6691 English language PE1-3729
Acceso en línea:	https://doaj.org/article/2b013bc69acc48d396520bbacdb9ec92
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spelling	oai:doaj.org-article:2b013bc69acc48d396520bbacdb9ec922021-11-08T13:04:39ZExploring Tertiary ESL learners’ Affective Attributes Toward Online Reading2089-33452442-482X10.24127/pj.v10i2.4172https://doaj.org/article/2b013bc69acc48d396520bbacdb9ec922021-10-01T00:00:00Zhttps://ojs.fkip.ummetro.ac.id/index.php/english/article/view/4172https://doaj.org/toc/2089-3345https://doaj.org/toc/2442-482XThe Covid-19 pandemic has significantly accelerated digitization of higher education worldwide and reading online has become vital for students to grasping new knowledge and understanding course contents. As educators, it is important to understand our students’ affective attributes towards the new normal of reading online. Within this scope, the study aims to develop a self-report instrument on affective attributes towards online reading among tertiary ESL learners, and to examine the specific affective attributes students display towards online reading. The Survey of Online Reading Affective Attributes was adapted and developed to measure tertiary ESL learners’ affective attributes towards online reading for academic and study-related purposes. This questionnaire was administered to 130 tertiary ESL learners. Principal components analysis was performed and the results confirmed the three affective factors were self-efficacy, motivation, and anxiety. In addition, the analysis of the survey data revealed that the majority of students, in general, were relatively self-efficacious, motivated, and less anxious towards online reading. However, it was discovered that nearly one-third of students were relatively anxious towards online reading and one-fifth of them were less self-efficacious. The limitations of this study and pedagogical recommendations are further discussed in this paper.Kangxing DongChiam Kee SwanHafizoah KassimUniversitas Muhammadiyah Metroarticleonline readingaffective attributesself-efficacymotivationanxietySpecial aspects of educationLC8-6691English languagePE1-3729ENPremise Journal, Vol 10, Iss 2, Pp 137-149 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	online reading affective attributes self-efficacy motivation anxiety Special aspects of education LC8-6691 English language PE1-3729
spellingShingle	online reading affective attributes self-efficacy motivation anxiety Special aspects of education LC8-6691 English language PE1-3729 Kangxing Dong Chiam Kee Swan Hafizoah Kassim Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading
description	The Covid-19 pandemic has significantly accelerated digitization of higher education worldwide and reading online has become vital for students to grasping new knowledge and understanding course contents. As educators, it is important to understand our students’ affective attributes towards the new normal of reading online. Within this scope, the study aims to develop a self-report instrument on affective attributes towards online reading among tertiary ESL learners, and to examine the specific affective attributes students display towards online reading. The Survey of Online Reading Affective Attributes was adapted and developed to measure tertiary ESL learners’ affective attributes towards online reading for academic and study-related purposes. This questionnaire was administered to 130 tertiary ESL learners. Principal components analysis was performed and the results confirmed the three affective factors were self-efficacy, motivation, and anxiety. In addition, the analysis of the survey data revealed that the majority of students, in general, were relatively self-efficacious, motivated, and less anxious towards online reading. However, it was discovered that nearly one-third of students were relatively anxious towards online reading and one-fifth of them were less self-efficacious. The limitations of this study and pedagogical recommendations are further discussed in this paper.
format	article
author	Kangxing Dong Chiam Kee Swan Hafizoah Kassim
author_facet	Kangxing Dong Chiam Kee Swan Hafizoah Kassim
author_sort	Kangxing Dong
title	Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading
title_short	Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading
title_full	Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading
title_fullStr	Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading
title_full_unstemmed	Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading
title_sort	exploring tertiary esl learners’ affective attributes toward online reading
publisher	Universitas Muhammadiyah Metro
publishDate	2021
url	https://doaj.org/article/2b013bc69acc48d396520bbacdb9ec92
work_keys_str_mv	AT kangxingdong exploringtertiaryesllearnersaffectiveattributestowardonlinereading AT chiamkeeswan exploringtertiaryesllearnersaffectiveattributestowardonlinereading AT hafizoahkassim exploringtertiaryesllearnersaffectiveattributestowardonlinereading
_version_	1718442219088642049

Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading

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