Metacognitive Online Reading Strategies of Adult ESL Learners Using a Learning Management System

Abstract

Abstract-In managing online learning, most educational institutions utilize Learning Management Systems (LMS).It is a learning platform that allows the administrators of the institution to manage and monitor learners, teachers and content of courses. Learners of this online learning environment have access to a variety of online learning tools and features that allow them to communicate with peers as well as instructors. Hence, these learners need to be equipped with appropriate learning strategies, particularly metacognitive strategies to help them manage their learning. As for English as a Second Language (ESL) learners, employing appropriate metacognitive strategies may help them regulate, plan, manage and monitor their learning. The study aims to investigate the metacognitive online reading strategies of adult learners of an ESL course at Universiti Technology MARA, Malaysia. A survey was used to gather information of these adult learners in semester one and two. The survey is adapted from the online survey of reading strategies or OSORS developed by . The results of the survey reveal that the learners mostly used global reading strategies followed by problem solving strategies and support reading strategies. Also, independent t-test reveals that there is no significant difference between semester one and semester two students in using global reading strategies, problem solving strategies and support reading strategies. As indicated by the results of this study, it can be concluded that the learners have learning goals and purpose since they used mainly global reading strategies, but they do not effectively utilize online learning tools and features that are available in the LMS.

Indonesian EFL university students' metacognitive online reading strategies before and during the Covid-19 pandemic

“…Other researchers investigating these strategies among EFL students in the Middle East A. Rianto, Indonesian EFL university students' metacognitive online reading strategies before and during the also found that problem-solving strategies were the most frequently used (Darwish, 2017;Mukhlif & Amir, 2017;Omar, 2014). A slightly different result was reported by Ramli et al (2011) who investigated adult students in Malaysia that global reading strategies were more frequently used, followed by problem-solving strategies and support strategies. Furthermore, some of those researchers focused their analyses on differences in the strategy use based on different students' characteristics such as gender, English proficiency level, and level of study.…”

“…Taki & Soleimani (2012) reported that male and female students did not differ significantly in using the overall strategy, but they differed significantly in using several individual strategies. Regarding the level of study, Ramli et al (2011) found that the first and second-semester students in Malaysia did not differ significantly in using these three strategy categories. Concerning English proficiency level, Cheng (2016) found that students with intermediate and advanced levels of English proficiency did not differ significantly in using the online reading strategies.…”

Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

“…Therefore, online reading issues resulted in need of research of "new digital-and media-literacy strategies" (Kozdras, Welsh, 2008). The research findings on reading in new medium collected by Leu et al (2004), Leu et al(2008), Coiro and Dobler (2007), Kymes (2007), Biancarosa, Griffiths (2012), Hodgson (2010), Ramli et al (2011) indicate that many of the strategies used in print texts can be adapted for the reading of online texts and there is interrelation of online and offline reading behaviours, e.g., students who read a diversity of print material more frequently are also involved in frequent online searching-information activities and more enjoy reading online. However, a more-in depth comparison of print and online reading environments explored by Leu (2002), Hodgson (2010), Kymes (2007), Zhang and Duke (2008), Anderson (2002) suggests that reading skills and strategies can not be simply transferred from the print medium to the online environment as "the online reading requires greater levels of strategic knowledge, and perhaps even different forms of knowledge in order to successfully navigate the increasing amounts of information available in an online global environment" (Kymes, 2007, p. 13).…”

“…Kymes (2007, p. 16) suggests that "much of the work with online texts has either argued for the possibilities and potentials afforded by these new mediums, compared the new medium (computers) to the old (print texts), or attempted to justify a new and radical approach to teaching literacy". Ramli et al (2011) point at appropriate reading strategies that can lead to success in text comprehension. Therefore, online reading issues resulted in need of research of "new digital-and media-literacy strategies" (Kozdras, Welsh, 2008).…”

“…A technique which learners use to evaluate, predict, regulate, plan, manage and monitor their online reading is defined as metacognitive awareness (Mokhtarti and Reichard, 2002;Ramli et al, 2011;Anderson, 2003;Suchanova, Šliogerienė, 2006;Anderson, 2002). According to Mokhtarti and Reichard (2002, p. 1), "awareness and monitoring processes are often referred to in the literature as metacognition, which can be thought of as the knowledge of the readers' cognition about reading and the self-control mechanisms they exercise when monitoring and regulating text comprehension".…”