Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

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.

Reading Needs Analysis of EFL Learners in the Saudi Context: Identifying Needs and Deficiencies

“…However, the participants do not prefer to read newspaper articles, text books, workbooks, and computer-presented reading materials with the percentages of (73%, 68%, 84%, 64%) respectively. Such results align with the findings of previous studies that students like reading short stories but they not reading long texts (Vaiciuniene & Uzpaliene, 2013;Dahish, 2017). The aim of the second part of the questionnaire is to find out the reading strategies that EFL learners deficiencies.…”

“…This suggests that the readers were engaged not in the reading activity itself but in other aspects such as the story events, the illustrations and visual aspects provided. This is consistent with studies conducted in the United States which found that students prefer short stories and dislike texts with many unfamiliar words (Vaiciuniene & Uzpaliene, 2013;Dahish, 2017). That confirms the association between the two themes referred to previously.…”

“…To answer this question, it should be known that reading strategies are cognitive and metacognitive; the cognitive reading strategies is the implicit application of these strategies, whereas the metacognitive reading strategies are the knowledge of how reading strategies are applied. Most studies demonstrate strategic reading in second language learning as a very effective element for ESL learners (Phakiti, 2006;Mikulecky, 2008;Alsamadani, 2008;Iwai, 2009;Vaiciuniene & Uzpaliene, 2013;Dahish, 2017). A study was conducted in 2008 to explore Saudi students' use of reading strategies in four major universities in Saudi Arabia including King Abdul-Aziz University, King Faisal University, Teachers' College in Jeddah, and Teachers' College in Al-Ahsa.…”

“…However, online reading strategies employed by university students in a university in Lithuania, demonstrates that online readers work successfully with text to cope with difficulties. Another study in the USA acknowledges that students prefer short stories and "dislike texts stuffed with unfamiliar words"; they are well aware of using metacognitive strategies but they are not consistent in using them (Vaiciuniene & Uzpaliene, 2013;Dahish, 2017).…”

“…This type of student may like reading content that does not directly improve their school work; However, it is important to focus on helping such students access articles they find interesting in order to encourage them to keep reading. Studies have found that students who read online work successfully with texts to cope with difficulties (Vaiciuniene & Uzpaliene, 2013;Dahish, 2017). This is therefore an approach that teachers should apply in teaching English to Saudi students.…”