Online reading strategies of Thai EFL Students
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Published:
Nov 30, 2023
Keywords:
Language Learning, Online Reading Strategies, Pedagogical Implications, Reading Skills, Undergraduate Students
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Articles
Statistics Article
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Abstract
Reading is mainly known as an important skill. It is widely acceptable that “the more we read, the more we know. We can also gain several benefits of reading, such as developing our imagination and creativity, improving vocabulary and communication, and helping with building a good self-image and playing well with others. To be survived in the fast-changing world, having skills in online reading could be an alternative for the students to be more successful in reading. However, it was found that most studies have focused on reading strategies. Then having more studies about online reading strategies could contribute to language learning and teaching in terms of training the students to employ reading strategies in an online environment effectively and maintaining the stduents’ confidence in language learning. Therefore, this study aims at investigating online reading strategies employed by 43 undergraduate students majoring in English. The questionnaire, Online Survey of Reading Strategies (OSORS), was adapted to elicit the students’ online reading strategies. The quantitative results showed that problem-solving reading strategies were often used when doing online reading activities (Mean = 3.84, SD = 0.94), followed by global reading strategies (Mean = 3.57, SD = 0.93), and support reading strategies (Mean = 3.45, SD = 1.08). Pedagogical implications are also presented in this study.
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How to Cite
Parnrod, U. (2023). Online reading strategies of Thai EFL Students. International Journal of Curriculum Development, Teaching and Learning Innovation, 2(1), 6–10. https://doi.org/10.35335/curriculum.v2i1.115
References
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Ashfaq, H., & Ansari, M. N. (2020). Experience of Online Learning. Library Philosophy and Practice, August 2020, 4131
Chen, L. W. C. (2015). Taiwanese EFL Learners’ Perceived Use of Online Reading Strategies. The IAFOR Journal of Education, 3(2), 68-80.
Cho, B., & Afflerbach, P. (2015). Reading on the Internet: Realizing and constructing potential texts. Journal of Adolescent & Adult Literacy, 58(6), 504–517.
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257.
Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and Reinventing School: Learning in the Time of COVID and Beyond. Learning Policy Institute.
Devito, B. F. (2014). Why Reading so Important for Children, Family Resource, retrieved from
www.familyresource.com:http://www.familyresource.com/parenting/child-development/why-reading-is-so-important-for-childrean, accessed on 11th March 2021.
Din, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35, 100627.
Do, H., & Le Thu Phan, H. (2021). Metacognitive awareness of reading strategies on second language Vietnamese undergraduates. Arab World English Journal (AWEJ) Volume, 12.
Grabe, W., & Stoller, F. L. (2011). Teaching and Researching Reading (2nd Ed). London: Routledge.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Jusoh, Z., & Abdullah, L. (2016). Online Survey of Reading Strategies (OSORS): Students’ Online Reading in Academic Context. Malaysian Journal of Distance Education, 17(2), 67–81. https://doi.org/10.21315/mjde2015.17.2.5
Lawerence, D. (2006). Enhancing Self-esteem in the Classroom. London: Paul Chapman.
Linse, C. (2005). Practical English Language Teaching: Young Learners. New York: McGraw- Hill.
Marboot, K., Roohani, A., & Mirzaei, A. (2020). Investigating Iranian EFL students’ metacognitive online reading strategies, critical thinking, and their relationship: A mixed-methods study. Issues in Language Teaching, 9(1), 151–182.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL Students’ Awareness of Reading Strategies. Journal of Developmental Education, 25, 2-11.
Okkinga, M., van Steensel, R., van Gelderen, A. J. S., & Sleegers, P. J. C. (2018). Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills. Journal of Research in Reading, 41(1), 20–41.
Oranpattanachai, P. (2023). Relationship between the Reading Strategy, Reading Self-Efficacy, and Reading Comprehension of Thai EFL Students. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 194-220.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.
Patel, M. F., & Jain, P. M. (2008). English Language Teaching (Methods, Tools & Techniques). Jaipur: Sunrise Publishers.
Poole, A. (2011). The Online Reading Strategies Used by Five Successful Taiwanese ESL Learners. Asian Journal of English Language Teaching, 21.
Pulimeno, M., Piscitelli, P., & Colazzo, S. (2020). Children’s literature to promote students’ global development and wellbeing. Health Promotion Perspectives, 10(1), 13.
Putri, D. N., Pammu, A., & Nasmilah. (2023). Online Reading Strategies Developed by Students During the Covid-19 Pandemic. A Case Study on the Fifth-Semester English Literature Study Program (Elsp) at Hasanuddin University. Social Science Journal, 13(1), 2968-2979.
Raqqad, Y. M. A., Ismail, H. H., & Raqqad, K. M. A. (2019). The Impact of Reading Strategies on EFL Students: A Research Review. International Journal of English, Literature and Social Sciences (IJELS), 4(6), 2042-2048.
Reid, G. (2005). Learning styles and inclusions. London: Sage Publications.
Rianto, A. (2022). Exploring correlation between metacognitive online reading strategy use and online reading comprehension of EFL students. Turkish Online Journal of Distance Education, 23(2), 223–235.
Ryder, R. J., & Graves, M. F. (1996). Using the Internet to enhance students’ reading, writing, and information-gathering skills. Journal of Adolescent & Adult Literacy, 40(4), 244–254.
Seli, H. (2019). Motivation and learning strategies for college success: A focus on self-regulated learning. Routledge.
Skees, S., & Yusuf, S. (2021). My Job Gen Z: Finding Your Place in A Fast Changing World (Vol. 3). Skees Family Foundation.
Suebpeng, K. (2017). Students’ Use of Reading Strategies: A Survey Study of Grade 9 EFL Students at Nonkhor School. Faculty of Liberal Arts. Master of Arts Major in Teaching English as a Foreign Language. Ubon Ratchathani
University. Thailand.
Suwannaprut, T., & Siriwan, A. (2020). Reading abilities and online reading strategies of undergraduates enrolled
in English for skills development course. Valaya Alongkorn Review (Humanities and Social Science), 10(2), 194-210.
Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3).
Wineburg, S., & McGrew, S. (2019). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record, 121(11), 1–40.
Ashfaq, H., & Ansari, M. N. (2020). Experience of Online Learning. Library Philosophy and Practice, August 2020, 4131
Chen, L. W. C. (2015). Taiwanese EFL Learners’ Perceived Use of Online Reading Strategies. The IAFOR Journal of Education, 3(2), 68-80.
Cho, B., & Afflerbach, P. (2015). Reading on the Internet: Realizing and constructing potential texts. Journal of Adolescent & Adult Literacy, 58(6), 504–517.
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth‐grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257.
Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and Reinventing School: Learning in the Time of COVID and Beyond. Learning Policy Institute.
Devito, B. F. (2014). Why Reading so Important for Children, Family Resource, retrieved from
www.familyresource.com:http://www.familyresource.com/parenting/child-development/why-reading-is-so-important-for-childrean, accessed on 11th March 2021.
Din, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35, 100627.
Do, H., & Le Thu Phan, H. (2021). Metacognitive awareness of reading strategies on second language Vietnamese undergraduates. Arab World English Journal (AWEJ) Volume, 12.
Grabe, W., & Stoller, F. L. (2011). Teaching and Researching Reading (2nd Ed). London: Routledge.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Jusoh, Z., & Abdullah, L. (2016). Online Survey of Reading Strategies (OSORS): Students’ Online Reading in Academic Context. Malaysian Journal of Distance Education, 17(2), 67–81. https://doi.org/10.21315/mjde2015.17.2.5
Lawerence, D. (2006). Enhancing Self-esteem in the Classroom. London: Paul Chapman.
Linse, C. (2005). Practical English Language Teaching: Young Learners. New York: McGraw- Hill.
Marboot, K., Roohani, A., & Mirzaei, A. (2020). Investigating Iranian EFL students’ metacognitive online reading strategies, critical thinking, and their relationship: A mixed-methods study. Issues in Language Teaching, 9(1), 151–182.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL Students’ Awareness of Reading Strategies. Journal of Developmental Education, 25, 2-11.
Okkinga, M., van Steensel, R., van Gelderen, A. J. S., & Sleegers, P. J. C. (2018). Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills. Journal of Research in Reading, 41(1), 20–41.
Oranpattanachai, P. (2023). Relationship between the Reading Strategy, Reading Self-Efficacy, and Reading Comprehension of Thai EFL Students. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 194-220.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. John Wiley & Sons.
Patel, M. F., & Jain, P. M. (2008). English Language Teaching (Methods, Tools & Techniques). Jaipur: Sunrise Publishers.
Poole, A. (2011). The Online Reading Strategies Used by Five Successful Taiwanese ESL Learners. Asian Journal of English Language Teaching, 21.
Pulimeno, M., Piscitelli, P., & Colazzo, S. (2020). Children’s literature to promote students’ global development and wellbeing. Health Promotion Perspectives, 10(1), 13.
Putri, D. N., Pammu, A., & Nasmilah. (2023). Online Reading Strategies Developed by Students During the Covid-19 Pandemic. A Case Study on the Fifth-Semester English Literature Study Program (Elsp) at Hasanuddin University. Social Science Journal, 13(1), 2968-2979.
Raqqad, Y. M. A., Ismail, H. H., & Raqqad, K. M. A. (2019). The Impact of Reading Strategies on EFL Students: A Research Review. International Journal of English, Literature and Social Sciences (IJELS), 4(6), 2042-2048.
Reid, G. (2005). Learning styles and inclusions. London: Sage Publications.
Rianto, A. (2022). Exploring correlation between metacognitive online reading strategy use and online reading comprehension of EFL students. Turkish Online Journal of Distance Education, 23(2), 223–235.
Ryder, R. J., & Graves, M. F. (1996). Using the Internet to enhance students’ reading, writing, and information-gathering skills. Journal of Adolescent & Adult Literacy, 40(4), 244–254.
Seli, H. (2019). Motivation and learning strategies for college success: A focus on self-regulated learning. Routledge.
Skees, S., & Yusuf, S. (2021). My Job Gen Z: Finding Your Place in A Fast Changing World (Vol. 3). Skees Family Foundation.
Suebpeng, K. (2017). Students’ Use of Reading Strategies: A Survey Study of Grade 9 EFL Students at Nonkhor School. Faculty of Liberal Arts. Master of Arts Major in Teaching English as a Foreign Language. Ubon Ratchathani
University. Thailand.
Suwannaprut, T., & Siriwan, A. (2020). Reading abilities and online reading strategies of undergraduates enrolled
in English for skills development course. Valaya Alongkorn Review (Humanities and Social Science), 10(2), 194-210.
Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3).
Wineburg, S., & McGrew, S. (2019). Lateral reading and the nature of expertise: Reading less and learning more when evaluating digital information. Teachers College Record, 121(11), 1–40.
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