4. Introduction
Background
Although reading literature has conducted many
studies about effective reading strategies, few studies
have been carried out on second language online
reading strategies.
4
5. Introduction
Hypertext means…
It can be stored, searched, or edited.
It contains connections within the text to other documents
or locations.
It allows for non-sequencing.
Strategies means…
Conscious decision taken by the reader.
5
6. Introduction
Cognitive strategies Meta-cognitive strategies
the strategies that function to monitor or
mental processes directly concerned with regulate cognitive strategies
the processing information
note taking, summarizing, paraphrasing, thinking about the learning process,
predicting, analyzing and using context clues planning for learning, monitoring of
comprehension while it is taking place
6
7. Introduction
The purpose of the study
The aim of study is to investigate meta-cognitive
reading strategies used by low-proficient EFL learners
while reading paper-based documents and hypertext
documents for general comprehension
7
8. Research Question1
What meta-cognitive strategies used in
paper-based document are also
employed by low-proficient EFL
learners in reading a hypertext
document for general comprehension?
8
9. Research Question2
Do low-proficient EFL learners use new
strategies in reading a hypertext
document for general comprehension?
9
10. Literature Review 1
These studies demonstrate that successful
readers show a higher degree of
meta-cognitive awareness, which enables
them to use reading strategies more
efficiently than unsuccessful readers.
(Zang & Wu,2009)
10
20
11. Literature Review 2
Found that processing strategies used
in
hypermedia reading were not
essentially different from those seen for
paper-based text.
(Akyel & Ercetin, 2009)
11
14. Methodology
Survey of Reading Strategies
Global reading strategies
Intentional and carefully planned technique by
learner monitor/manage their reading
14
15. Methodology
Survey of Reading Strategies
Support strategies
Basic support mechanisms intended to aid the reader
in comprehending the text
15
16. Methodology
Survey of Reading Strategies (SORS)
Problem-solving strategies
Localized and focused technique used when problems
develop in understanding textual information
16
17. Methodology
Online Survey of Reading Strategies (OSORS)
Totally including 38 items on this questionnaire.
Global reading strategies 18 items
Problem-solving strategies 11 items
Support strategies 9 items
17
19. Results
Q: What meta-cognitive strategies used in paper-based document are also employed by
low-proficient EFL learners in reading a hypertext document for general
comprehension?
Table1: Frequency of Paper-based reading strategies Used the Most and the Least
Strategies Mean. SD
SUP 4.09 1.07
PROB 4.03 0.92
PROB 3.94 0.97
SUP 3.88 1.22
PROB 3.84 1.06
PROB 3.72 1.07
GLOB 3.72 1.12
GLOB 3.72 1.07
PROB 3.72 0.94
GLOB 3.66 1.08
GLOB 3.66 1.08
PROB 3.63 0.93
GLOB 3.53 1.12
19
24. Results
Three level of usage are identified:
High 3.5 scores/ higher
Moderate from 2.5 to 3.49 scores
Low 2.49 scores/ lower
23
25. Results
Q: Do low-proficient EFL learners use new strategies
in reading a hypertext document for general comprehension?
Paper-Based Reading Strategies
Top five paper-based reading strategies
1. When reading, I translate from English into my native language.
(support)
2. I try to get back on track when I lose concentration. (problem solving)
3. When text becomes difficult, I reread it to increase my understanding.
(problem solving)
4. I use reference materials to help me understand what I read. (support)
5. When text becomes difficult, I pay closer attention to what I am reading.
(problem solving)
24
26. Results
Paper-Based Reading Strategies
Bottom five paper-based reading strategies
1. When reading, I think about information in both English and my
mother tongue. (support)
2. I ask myself questions I like to have answered in the text.
(support)
3. I paraphrase to better understand what I read. (support)
4. I critically analyze and evaluate the information presented in the text.
(global)
5. When text becomes difficult, I read aloud to help me understand what I
read. (support)
25
27. Results
Hypertext Reading Strategies
Top five hypertext reading strategies
1. I use reference materials to help me understand what I read. (support)
2. I read slowly and carefully to make sure I understand what I am reading
online. (problem solving)
3. I have a purpose in mind when I read online. (global)
4. When reading online, I translate from English into my native language.
(support)
5. I use tables, figures, and pictures in the online text to increase my
understanding. (global)
26
28. Results
Hypertext Reading Strategies
Bottom five hypertext reading strategies
1. When text becomes difficult, I read aloud to help me understand what I
read. (support)
2. I print out a hardcopy of the online text then underline or circle
information to help me remember it. (support)
3. I participate in live chat with other learners of English. (global)
4. I participate in live chat with native speakers of English. (global)
5. I use typographical features like bold face and italics to identify key
information. (global)
27
29. Results
Think aloud protocol
Similar results supports to the quantitative analysis of the OSORS
survey.
Similar parts
Translating from English to Turkish.
“Sharks means “kopekbaligi” in Turkish, doesn’t it?”
Using reference materials, such as dictionary
“I do not know what ‘prey’ means. I would like to look it up in a
dictionary.”
28
30. Results
Different parts
Using background knowledge.
“We read something about sharks in our reading class
before.”
Monitoring of not understanding.
“I am not familiar with these words. How will I
understand this text without knowing the meaning of the
words.”
29
32. Conclusion
Some of the meta-cognitive reading
strategies observed in hypertext reading are
similar to those used in paper-based
reading.
Using reference materials Translating from English to
Turkish
31
33. Conclusion
Few emerging strategies are not used in the
paper-based reading but it used in the
hypertext documents.
Using tables Monitoring of not
understanding
Using background Goal setting for skimming
knowledge
32
34. Reflection
Different level, using different teaching
materials, students also use different
learning strategies as they feel
comfortable.
33
