This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
The outburst of information technology in the later parts of the twentieth century has taken the whole world into its scope. There is an ever growing use of computers in the workplaces and universities. The purpose of this study was to measure the attitudes of the English language university instructors towards the use of computers. It was a descriptive study and data was collected by a survey. This study’s population consisted of two hundred university instructors equally divided into male and female. These instructors were randomly selected from different universities. The findings revealed that there was a significant difference between the views of the males and females instructors. Moreover, those who had no professional qualification had the highest mean score. The English language university instructors should be trained in the use of computers so that they might be able to use them more effectively in classroom settings.
The outburst of information technology in the later parts of the twentieth century has taken the whole world into its scope. There is an ever growing use of computers in the workplaces and universities. The purpose of this study was to measure the attitudes of the English language university instructors towards the use of computers. It was a descriptive study and data was collected by a survey. This study’s population consisted of two hundred university instructors equally divided into male and female. These instructors were randomly selected from different universities. The findings revealed that there was a significant difference between the views of the males and females instructors. Moreover, those who had no professional qualification had the highest mean score. The English language university instructors should be trained in the use of computers so that they might be able to use them more effectively in classroom settings.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
Effects of the Computer Mediated Communication Interaction on Vocabulary Impr...TELKOMNIKA JOURNAL
This study examined the effect of CMC interaction on Iranian EFL learners’ vocabulary improvement. The study was carried out on the basis of a comparative design and tried to compare CMC with face to-face interactions in the Iranian EFL learners in order to see whether the learners’ lexical knowledge improved by the CMC interaction. Participants of the study were advanced learners studying in a language institute. The Oxford placement test was used to determine the Iranian EFL learners’ proficiency level and ensure a homogeneous sample. Then, the participants were randomly assigned to one control group (face-to-face interaction) and one experimental group (CMC interaction) in order to compare the effect of CMC on the learners’ vocabulary improvement. The learners took a pre-test to select 12 target lexical items, treatment activity to perform information-gap task, and two immediate and delayed post-tests for assessing the acquisition of new lexical items. Yahoo Messenger was used to provide the chat communication. The research provided evidence that there was a significant relationship between the use of CMC interaction and face-to-face interaction with regard to improvement in the learners’ vocabulary learning. The result indicated that the learners’ vocabulary learning improved more in CMC interaction in comparison to face-to-face interaction. In addition, there was a significant difference in negotiating the meaning of new lexical items through CMC interaction in comparison to face-to-face interaction. Moreover, the results indicated that in terms of signal, the CMC interaction outperformed face-to-face group.
Development of a Mobile Learning Application of Malay Vocabulary for Lower S...ijma
Modern technology has become an integral part of education field. Undeniably, the use of multimedia
technology has a major impact on teaching and learning (T&L) process of the new generation. This article
focuses on designing and developing a mobile learning application of Malay vocabulary for lower
secondary school level. The design and development of the application called “Kuasa Kosa Kata” (3K
henceforth) was based on a novel entitled “Sejambak Bakti”. The context of this study is closely related to
game-based learning (GBL) method in the 3K application that encourages independent learning among the
targeted students. Designing the 3K application was based on a storyboard for the idea and story-making
whilst the development of it was done using Adobe Flash. The data on participants’ comments and
opinions on the learning application were qualitatively gathered from semi-structured interviews. As
conclusion, focus is on the importance of game-based learning implementation in the development of
mobile learning application. It is hoped that use of 3K application as teaching material will boost the
mastery of Malay Language vocabulary among lower secondary school students.
Why do Female Street Vendors earn less than Male Street Vendors in Harare?inventionjournals
The study explored the factors that influenced income disparities betweenmaleand female street vendors in Harare, the capital city ofZimbabwe.Qualitative data collection techniques used in the study included in-depth personal interviews, focus group discussions, direct observations and document reviews. The study observed three categories of street vendors, namely, stationary, peripatetic and mobile vendors. Although street vending reflected the face of a woman in Harare, a majority of the female street vendors earned less than their male counterparts. The reasons for low sales and hence low daily incomes for female street vendors were varied and includeddisruptions caused by household chores including child-care; stiff competition from rising number of street vendors;men grabbed bigger vending space and more strategic vending sites; low capital investment; a majority of women traded in low volume and perishable goods such as vegetables, fruits and cooked food and less lucrative goods; female street vendors had less access to productive tools and financial capital and worked as commission agents or employees of other vendors; gender bias towards some goods like leather and electronic products which generally required a substantial investment that could only be made by male vendors and female street vendors operated in insecure and illegal spaces where they became easy targets of eviction and confiscation. The major problem faced by women vendors was that street vending was illegal in Zimbabwe. The government should formally recognise the economic activities of the street vendors which would allow them to carry on their work with dignity and freedom.
This infographic initially tells the percentage of people using professional salon services and by what percent getting there hair color done through good salons. Than this infographic gives guidelines or information regarding what type of color to choose according to skin tone so that gives you good looks eventual. Than it tells to people about the precautions they take if they are using the hair color at home by themselves.
Presentation the internet in efl teacher educationmemogreat
This is a presentation of my paper entitled, "The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-service Teacher Education Programme
Effects of the Computer Mediated Communication Interaction on Vocabulary Impr...TELKOMNIKA JOURNAL
This study examined the effect of CMC interaction on Iranian EFL learners’ vocabulary improvement. The study was carried out on the basis of a comparative design and tried to compare CMC with face to-face interactions in the Iranian EFL learners in order to see whether the learners’ lexical knowledge improved by the CMC interaction. Participants of the study were advanced learners studying in a language institute. The Oxford placement test was used to determine the Iranian EFL learners’ proficiency level and ensure a homogeneous sample. Then, the participants were randomly assigned to one control group (face-to-face interaction) and one experimental group (CMC interaction) in order to compare the effect of CMC on the learners’ vocabulary improvement. The learners took a pre-test to select 12 target lexical items, treatment activity to perform information-gap task, and two immediate and delayed post-tests for assessing the acquisition of new lexical items. Yahoo Messenger was used to provide the chat communication. The research provided evidence that there was a significant relationship between the use of CMC interaction and face-to-face interaction with regard to improvement in the learners’ vocabulary learning. The result indicated that the learners’ vocabulary learning improved more in CMC interaction in comparison to face-to-face interaction. In addition, there was a significant difference in negotiating the meaning of new lexical items through CMC interaction in comparison to face-to-face interaction. Moreover, the results indicated that in terms of signal, the CMC interaction outperformed face-to-face group.
Development of a Mobile Learning Application of Malay Vocabulary for Lower S...ijma
Modern technology has become an integral part of education field. Undeniably, the use of multimedia
technology has a major impact on teaching and learning (T&L) process of the new generation. This article
focuses on designing and developing a mobile learning application of Malay vocabulary for lower
secondary school level. The design and development of the application called “Kuasa Kosa Kata” (3K
henceforth) was based on a novel entitled “Sejambak Bakti”. The context of this study is closely related to
game-based learning (GBL) method in the 3K application that encourages independent learning among the
targeted students. Designing the 3K application was based on a storyboard for the idea and story-making
whilst the development of it was done using Adobe Flash. The data on participants’ comments and
opinions on the learning application were qualitatively gathered from semi-structured interviews. As
conclusion, focus is on the importance of game-based learning implementation in the development of
mobile learning application. It is hoped that use of 3K application as teaching material will boost the
mastery of Malay Language vocabulary among lower secondary school students.
Why do Female Street Vendors earn less than Male Street Vendors in Harare?inventionjournals
The study explored the factors that influenced income disparities betweenmaleand female street vendors in Harare, the capital city ofZimbabwe.Qualitative data collection techniques used in the study included in-depth personal interviews, focus group discussions, direct observations and document reviews. The study observed three categories of street vendors, namely, stationary, peripatetic and mobile vendors. Although street vending reflected the face of a woman in Harare, a majority of the female street vendors earned less than their male counterparts. The reasons for low sales and hence low daily incomes for female street vendors were varied and includeddisruptions caused by household chores including child-care; stiff competition from rising number of street vendors;men grabbed bigger vending space and more strategic vending sites; low capital investment; a majority of women traded in low volume and perishable goods such as vegetables, fruits and cooked food and less lucrative goods; female street vendors had less access to productive tools and financial capital and worked as commission agents or employees of other vendors; gender bias towards some goods like leather and electronic products which generally required a substantial investment that could only be made by male vendors and female street vendors operated in insecure and illegal spaces where they became easy targets of eviction and confiscation. The major problem faced by women vendors was that street vending was illegal in Zimbabwe. The government should formally recognise the economic activities of the street vendors which would allow them to carry on their work with dignity and freedom.
This infographic initially tells the percentage of people using professional salon services and by what percent getting there hair color done through good salons. Than this infographic gives guidelines or information regarding what type of color to choose according to skin tone so that gives you good looks eventual. Than it tells to people about the precautions they take if they are using the hair color at home by themselves.
Wave of Weekend membantu menghubungkan anggota komunitas "orang-orang" untuk saling berinteraksi, menyampakaikan ide/opini, menjadwalkan event, mengabarkan berita/informasi dengan kehangatan.
http://waveofweekend.com/
Join Benchmark 2015 at UBI Index and get all beneficial bonuses. UBI Global
UBI Index Benchmark 2015 offers key metrics and precise analytic which are produced by appropriate research methodology and sufficient sample size.
Apply before March 6th at: http://ubiindex.com/apply/
Tareas comunicativas para la práctica de la expresión oral en líneaEncuentro Práctico ELE
Presentado como panel en Encuentro Práctico Barcelona 2013
Tareas comunicativas para la práctica de la expresión oral en línea
Christine Appel
Univestistat Oberta de Catalunya
Más información en www.encuentro-practico.com
The Advantages ofUsilng Technology inSecond Lanlguage E.docxmehek4
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
ENHANCING POST-PANDEMIC EFL EDUCATION BY LEVERAGING IMMERSIVE, NLP-DRIVEN, AI...ijejournal
This paper aims to improve post-pandemic English as a Foreign Language (EFL) education by leveraging
immersive, NLP-driven, AI-based tools that promote collaboration and interactivity in teaching. It is
because the COVID-19 pandemic has significantly disrupted conventional language education, leading to
a shift towards online instruction and requiring new language learning strategies. The study used a mixedmethods approach integrating quantitative and qualitative data collection and processing strategies to
examine the effectiveness of collaborative and interactive AI-powered natural language processing (NLP)
applications on EFL instruction in a post-pandemic online teaching environment. To collect data, teachers,
and students at the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed
during online language learning sessions. The data was analysed using both descriptive and inferential
statistical methods. The study used questionnaire surveys to analyze the quantitative data and the thematic
(content) analysis method to identify significant trends and themes in the qualitative data collected through
semi-structured interviews and online class observations. The results revealed the advantages and
disadvantages of using AI-supported collaborative and interactive language learning in EFL instruction,
the learning methodologies and assessment approaches used in AI-supported online collaborative
learning, the role of technology in supporting lifelong learning, and the impact of ICT teacher training on
the integration of AI-supported online collaborative learning in EFL instruction. The outcomes provide
new insights into the impact of AI-assisted collaborative and interactive language learning on EFL
instruction and its implications for EFL teachers and students in the post-COVID-19 era.
EXPLORING THE IMPACT OFAI-POWERED COLLABORATIVE AND INTERACTIVE NLP APPS ON E...IJCI JOURNAL
The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AIpowered collaborative and interactive Natural Language Processing (NLP) applications on English as a Foreign Language (EFL) instruction in a post-COVID-19 online education environment. The study used a mixed-methods approach, incorporating statistical and in-depth qualitative data gathering and processing strategies. EFL teachers and students from the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data were analysed using both descriptive and inferential statistics. The study employed questionnaire surveys to analyse quantitative data and used the thematic (content) analysis method to isolate the most important trends and themes hidden within the qualitative data collected through semi-structured interviews and online class observations. Results showed the challenges and opportunities of using AI-powered collaborative and interactive language learning in EFL teaching, the learning methodologies and assessment approaches used in AI-enabled collaborative e-learning, the role of technology in supporting pervasive learning, and the impact of professional development for teachers in ICT on integrating AI-assisted collaborative elearning in EFL instruction. The findings offer new perspectives on the effects of AI-supported collaborative and interactive language learning on EFL teaching and its implications for EFL teachers and students in the post-pandemic era
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Garrison, Anderson, and Archer’s community of inquiry (CoI) pedagogical framework for online distance learning is receiving greater attention as the COVID-19 takes place. Primary research concerns the researcher with English as a second language (ESL) instruction and acquisition English as a foreign language (EFL). More specifically, the study looked at 27 EFLrelated articles from 133 published between 2011 and 2021 in respected journals that used the framework to teach languages. This study focused on the theoretical and practical applications of the framework in the field of foreign language distance teaching and learning that incorporates the use of information and communication of technology (ICT). It was concluded from the study’s findings that implementing the framework in secondary schools had little impact. Research suggests that the framework can be used in teaching English as foreign language (TEFL) and it is associated with improved language proficiency. Teachers must adapt to the distant learning pedagogical framework and its supporting technology, according to this study. The paper also advocates for further research into how the framework may be applied in secondary school.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
ENHANCING ENGLISH WRITING SKILLS THROUGH INTERNET-PLUS TOOLS IN THE PERSPECTI...ijfcstjournal
This investigation delves into incorporating a hybridized memetic strategy within the framework of English
composition pedagogy, leveraging Internet Plus resources. The study aims to provide an in-depth analysis
of how this method influences students’ writing competence, their perceptions of writing, and their
enthusiasm for English acquisition. Employing an explanatory research design that combines qualitative
and quantitative methods, the study collects data through surveys, interviews, and observations of students’
writing performance before and after the intervention. Findings demonstrate a beneficial impact of
integrating the memetic approach alongside Internet Plus tools on the writing aptitude of English as a
Foreign Language (EFL) learners. Students reported increased engagement with writing, attributing it to
the use of Internet plus tools. They also expressed that the memetic approach facilitated a deeper
understanding of cultural and social contexts in writing. Furthermore, the findings highlight a significant
improvement in students’ writing skills following the intervention. This study provides significant insights
into the practical implementation of the memetic approach within English writing education, highlighting
the beneficial contribution of Internet Plus tools in enriching students' learning journeys.
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
February 2024 - Top 10 Read Articles in International Journal on Integrating ...IJITE
This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.
Participating in a Blog: Jordanian EFL Learners' VoicesYasser Al-Shboul
This study investigates the Jordanian EFL learners’ perceptions towards language learning through blog. It seeks to
assess the usefulness of blogging in enhancing learners’ English language skills. The participants of the present study
included 10 post graduate Jordanian EFL Learners who attended English Intensive Course. Data were collected
through semi-structured interview questions regarding learners’ feedback on their perceptions to the integrated blog.
The data obtained from the semi-structured interview was recorded, transcribed and described by the researchers and
finally analyzed qualitatively. The findings of the study revealed that the learners perceived the blog as an interesting
and helpful learning tool since interacting via blog helped them improve their English language skills as well as their
peer feedback. Hence, the blog played an important role for the Jordanian EFL learners as it allowed them to exchange
their experiences and thoughts with peers. The study concluded that integration of social networks, such as blogs into
Jordanian EFL learners’ classes could enhance their English language learning processes.
Digital literacy is essential in writing research articles for publication in today's digital age, particularly for novice english as a foreign language (EFL) teacher trying to publish their research articles. This qualitative research explores the digital literacy practices of novice EFL teachers in writing research articles for publication, including the digital tools they use, their purposes for using these tools, and the challenges they face in using them. The data were collected using a questionnaire and interview. The study found that novice EFL teachers conceptualized digital literacy as the ability to search and evaluate credible online sources, using word processing and digital editing tools, collaborating online, and publishing their work digitally. Novice EFL teachers use various digital tools, such as word processing software, reference management software, and online academic databases, to improve their research and writing process. They use these tools for various purposes, such as collaborating with peers, improving their writing skills, and publishing their work online. However, novice EFL teachers face limited technical issues, limited access, inadequate technology infrastructure, and time management. It is recommended that academic institutions provide support to help novice EFL teachers develop their digital literacy skills, including technical support services, and training programs.
This is a descriptive qualitative study on Teachers' perspective of ICT use in their teaching and proffesional development.
This paper was presented in ELC conference, may 2013 in Yogyakarta State university
Similar to Libyan Secondary School Students’ Metacognitive Online Reading Strategies and Their English Language Performance (20)
Vaccine management system project report documentation..pdfKamal Acharya
The Division of Vaccine and Immunization is facing increasing difficulty monitoring vaccines and other commodities distribution once they have been distributed from the national stores. With the introduction of new vaccines, more challenges have been anticipated with this additions posing serious threat to the already over strained vaccine supply chain system in Kenya.
Hybrid optimization of pumped hydro system and solar- Engr. Abdul-Azeez.pdffxintegritypublishin
Advancements in technology unveil a myriad of electrical and electronic breakthroughs geared towards efficiently harnessing limited resources to meet human energy demands. The optimization of hybrid solar PV panels and pumped hydro energy supply systems plays a pivotal role in utilizing natural resources effectively. This initiative not only benefits humanity but also fosters environmental sustainability. The study investigated the design optimization of these hybrid systems, focusing on understanding solar radiation patterns, identifying geographical influences on solar radiation, formulating a mathematical model for system optimization, and determining the optimal configuration of PV panels and pumped hydro storage. Through a comparative analysis approach and eight weeks of data collection, the study addressed key research questions related to solar radiation patterns and optimal system design. The findings highlighted regions with heightened solar radiation levels, showcasing substantial potential for power generation and emphasizing the system's efficiency. Optimizing system design significantly boosted power generation, promoted renewable energy utilization, and enhanced energy storage capacity. The study underscored the benefits of optimizing hybrid solar PV panels and pumped hydro energy supply systems for sustainable energy usage. Optimizing the design of solar PV panels and pumped hydro energy supply systems as examined across diverse climatic conditions in a developing country, not only enhances power generation but also improves the integration of renewable energy sources and boosts energy storage capacities, particularly beneficial for less economically prosperous regions. Additionally, the study provides valuable insights for advancing energy research in economically viable areas. Recommendations included conducting site-specific assessments, utilizing advanced modeling tools, implementing regular maintenance protocols, and enhancing communication among system components.
Event Management System Vb Net Project Report.pdfKamal Acharya
In present era, the scopes of information technology growing with a very fast .We do not see any are untouched from this industry. The scope of information technology has become wider includes: Business and industry. Household Business, Communication, Education, Entertainment, Science, Medicine, Engineering, Distance Learning, Weather Forecasting. Carrier Searching and so on.
My project named “Event Management System” is software that store and maintained all events coordinated in college. It also helpful to print related reports. My project will help to record the events coordinated by faculties with their Name, Event subject, date & details in an efficient & effective ways.
In my system we have to make a system by which a user can record all events coordinated by a particular faculty. In our proposed system some more featured are added which differs it from the existing system such as security.
COLLEGE BUS MANAGEMENT SYSTEM PROJECT REPORT.pdfKamal Acharya
The College Bus Management system is completely developed by Visual Basic .NET Version. The application is connect with most secured database language MS SQL Server. The application is develop by using best combination of front-end and back-end languages. The application is totally design like flat user interface. This flat user interface is more attractive user interface in 2017. The application is gives more important to the system functionality. The application is to manage the student’s details, driver’s details, bus details, bus route details, bus fees details and more. The application has only one unit for admin. The admin can manage the entire application. The admin can login into the application by using username and password of the admin. The application is develop for big and small colleges. It is more user friendly for non-computer person. Even they can easily learn how to manage the application within hours. The application is more secure by the admin. The system will give an effective output for the VB.Net and SQL Server given as input to the system. The compiled java program given as input to the system, after scanning the program will generate different reports. The application generates the report for users. The admin can view and download the report of the data. The application deliver the excel format reports. Because, excel formatted reports is very easy to understand the income and expense of the college bus. This application is mainly develop for windows operating system users. In 2017, 73% of people enterprises are using windows operating system. So the application will easily install for all the windows operating system users. The application-developed size is very low. The application consumes very low space in disk. Therefore, the user can allocate very minimum local disk space for this application.
Overview of the fundamental roles in Hydropower generation and the components involved in wider Electrical Engineering.
This paper presents the design and construction of hydroelectric dams from the hydrologist’s survey of the valley before construction, all aspects and involved disciplines, fluid dynamics, structural engineering, generation and mains frequency regulation to the very transmission of power through the network in the United Kingdom.
Author: Robbie Edward Sayers
Collaborators and co editors: Charlie Sims and Connor Healey.
(C) 2024 Robbie E. Sayers
Water scarcity is the lack of fresh water resources to meet the standard water demand. There are two type of water scarcity. One is physical. The other is economic water scarcity.
TECHNICAL TRAINING MANUAL GENERAL FAMILIARIZATION COURSEDuvanRamosGarzon1
AIRCRAFT GENERAL
The Single Aisle is the most advanced family aircraft in service today, with fly-by-wire flight controls.
The A318, A319, A320 and A321 are twin-engine subsonic medium range aircraft.
The family offers a choice of engines
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
Terzaghi's soil bearing capacity theory, developed by Karl Terzaghi, is a fundamental principle in geotechnical engineering used to determine the bearing capacity of shallow foundations. This theory provides a method to calculate the ultimate bearing capacity of soil, which is the maximum load per unit area that the soil can support without undergoing shear failure. The Calculation HTML Code included.
NO1 Uk best vashikaran specialist in delhi vashikaran baba near me online vas...Amil Baba Dawood bangali
Contact with Dawood Bhai Just call on +92322-6382012 and we'll help you. We'll solve all your problems within 12 to 24 hours and with 101% guarantee and with astrology systematic. If you want to take any personal or professional advice then also you can call us on +92322-6382012 , ONLINE LOVE PROBLEM & Other all types of Daily Life Problem's.Then CALL or WHATSAPP us on +92322-6382012 and Get all these problems solutions here by Amil Baba DAWOOD BANGALI
#vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #powerfullblackmagicspell #kalajadumantarspecialist #realamilbaba #AmilbabainPakistan #astrologerincanada #astrologerindubai #lovespellsmaster #kalajaduspecialist #lovespellsthatwork #aamilbabainlahore#blackmagicformarriage #aamilbaba #kalajadu #kalailam #taweez #wazifaexpert #jadumantar #vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #powerfullblackmagicspell #kalajadumantarspecialist #realamilbaba #AmilbabainPakistan #astrologerincanada #astrologerindubai #lovespellsmaster #kalajaduspecialist #lovespellsthatwork #aamilbabainlahore #blackmagicforlove #blackmagicformarriage #aamilbaba #kalajadu #kalailam #taweez #wazifaexpert #jadumantar #vashikaranspecialist #astrologer #palmistry #amliyaat #taweez #manpasandshadi #horoscope #spiritual #lovelife #lovespell #marriagespell#aamilbabainpakistan #amilbabainkarachi #powerfullblackmagicspell #kalajadumantarspecialist #realamilbaba #AmilbabainPakistan #astrologerincanada #astrologerindubai #lovespellsmaster #kalajaduspecialist #lovespellsthatwork #aamilbabainlahore #Amilbabainuk #amilbabainspain #amilbabaindubai #Amilbabainnorway #amilbabainkrachi #amilbabainlahore #amilbabaingujranwalan #amilbabainislamabad
NO1 Uk best vashikaran specialist in delhi vashikaran baba near me online vas...
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and Their English Language Performance
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org ||Volume 5 Issue 12||December. 2016 || PP.38-48
www.ijhssi.org 38 | Page
Libyan Secondary School Students’ Metacognitive Online
Reading Strategies and Their English
Language Performance
Afaf Ah Jounto & Siti Maziha Mustapha*
Faculty of Arts, Communication and Education, Infrastructure University Kuala Lumpur, Jalan Ikram- Uniten,
43000 Kajang, Selangor, Malaysia
ABSTRACT: This study investigates the relationship between metacognitive online reading strategies and
English language performance of EFL Libyan secondary school students. It explores the use of metacognitive
online reading strategies by EFL Libyan secondary school students and identifies the problems that these
students encounter while reading online. This study used mixed method design, both quantitative
(questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative
data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant
relationship between metacognitive online reading strategies and English performance of EFL Libyan
secondary school students. The study also found that the participants are moderate users of metacognitive
online reading strategies and they face problems while reading online. The study suggests that teachers teach
the metacognitive online reading strategies to students to improve their online reading process and help them to
get the benefits of online sources in less time with less effort, which will be reflected positively in their English
language performance.
Keywords: metacognitive online reading strategies, English language performance
I. INTRODUCTION
English language has become widely used as an international medium and it has been the world’s
language of education, commerce, communication, science, technology, and the most widely studied, read, and
spoken foreign language (Flowerdew & Peacock, 2001). Language learning occurs through the application of
four skills such as listening, speaking, writing, and specifically reading. Yousefvand & Lotfi (2011) claim that
reading skill is very important because what needed to be known, especially in the academic context is viewed
in written mode. They also added that effective reading is critical for long-term learning and particularly
important for students’ academic purposes. Carrell et al. (1988) stated that, for students in second and foreign
language context, effective reading in English is critical at advanced level of proficiency and for academic
English purposes.
In the light of the above, Gilakjani et al. (2011) stated that online learning environment gets more
popular among learners. In the context of language learning, online reading has an impact on learning
enhancement and it increases the importance of creating new instructions and investigation of new reading
strategies that can affect reading comprehension. Meng (2009) supports this idea by saying that most learners
read for the purpose of education, information, and occupation. Dail (2003) argues that the important thing to be
adopted by the new technology users is the widespread use of internet and World Wide Web (WWW) which
makes an up-dated environment for the learners.
In the context of learning English as a second and foreign language, more and more L2 classrooms are
involving learners in online learning tasks (Ioannou-Georgiou, 2002) including online reading (Omar, 2014)
which has become an issue for discussion in educational and English as a second and foreign language fields
(Omar, 2014). Akyel & Erçetin (2009) and İnceçay (2013) claimed that reading online requires separate skills
and different strategies other than those used in offline reading texts to achieve a better understanding of online
texts.
In the Libyan context, the government policy statements explained in detail the aims of education in
Libya. The curriculum was designed to cover all the activities that promote the moral, cultural, intellectual, and
physical development of students, and must prepare them for the opportunities, responsibilities, and experiences
of life and society (The General People’s Committee of Education, 2008). The policy is being followed up and
implemented. With the technological developments, educational materials and curricula have been updated to
set the grounds for building updated generation to meet these developments and create active contributors to
development of Libya (The General People’s Committee of Education, 2008).
In Libyan context, information and communication technology (ICT) started to be introduced into
education to develop and modernize the entire educational process, including curricula development which is an
2. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 39 | Page
essential factor in the country overall development plans, but it is still in an early stage and faces many
challenges in terms of the full implementation of ICT and E-learning in teaching and learning (Rhema &
Miliszewska, 2010). English language which is a part of Libyan curriculum is taught as a foreign language, and
the purpose of learning English is for effective communication. In Libyan schools, EFL teaching practices are
still away from teaching reading skills and strategies. EFL teachers spend the time devoted for reading in
practicing only one reading skill which is “silent reading”, which made a huge gap between the world’s rapid
movement toward teaching online reading skills and strategies, the movement towards E-learning in Libya and
the reality of English reading practises in Libya. Students at Libyan schools encounter problems in learning
including reading in English, due to many factors but learning strategies including reading strategies and
metacognitive online reading strategies are the most important factors (Elmadwi & Shepherd, 2015). Rhema and
Miliszewska (2010) stated that there must be special training for Libyan students to raise their ICT awareness
and its uses which will motivate students to learn, enhance the knowledge, and establish necessary skills for
their performance.
In the light of the above arguments, the present study seeks to find whether there is a relationship
between metacognitive online reading strategies used by EFL Libyan secondary school students and their
English language performance. In addition, it addresses the perceptions of EFL Libyan secondary school
students in the application of metacognitive online reading strategies and it also explores the problems that they
encounter when they read online.
II. RESEARCH OBJECTIVES
In the light of the above research problem, the following research objectives were formulated.
- To investigate the use of Metacognitive Online Reading Strategies by EFL Libyan secondary school
students.
- To discover whether there is a relationship between the use of metacognitive online reading strategies and
English language performance of EFL Libyan secondary school students.
- To investigate the problems encountered by EFL Libyan secondary school students in using online reading
strategies.
For the purpose of the current research, the above research objectives were the basis for the following research
questions.
III. RESEARCH QUESTIONS AND HYPOTHESES
1- What are the metacognitive online reading strategies that EFL Libyan secondary school students use when
reading online?
2- Is there a significant relationship between metacognitive online reading strategies used and English
language performance of EFL Libyan secondary school students?
3- What are the problems encountered by EFL Libyan secondary school students while reading online?
In order to facilitate the present research, the following hypotheses were formed:
H01: There is no significant relationship between the overall metacognitive online reading strategies used and
English language performance of EFL Libyan secondary school students.
H02: There is no significant relationship between the global online reading strategies used and English language
performance of EFL Libyan secondary school students.
H0 3: There is no significant relationship between the problem solving online reading strategies used and
English language performance of EFL Libyan secondary school students.
H0 4: There is no significant relationship between the support online reading strategies used and English
language performance of EFL Libyan secondary school students.
IV. LITERATURE REVIEW
According to Pritchard (2007), reading is one of the most important skills that plays a specific role in
learning. The author also claimed that effective reading is crucial for the learners with the purpose of
comprehension for academic purposes. As technology comes along with the educational system, it adds more
advantages to learning situations where L2 learning is a part of it. The integration of reading with computer-
mediation, supports learners to improve their reading skills and strategies (Stakhnevich, 2002). Internet provides
variety and authenticity in texts that supports the development of L2 reading skills and strategies among learners
(Kasper, 2000).
On the other hand, Coiro (2003) claimed that implementing technology in L2 learning setting; create
challenges that can affect learners’ ability to comprehend the text. Hobbs (2006) stated that L2 learners face
some problems when comes to applying reading strategies to the internet-based materials. The author added that
3. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 40 | Page
L2 learners need to learn strategies in reading to critically evaluate and comprehend online reading texts. This
made researchers investigate different strategies that can help learners to read online text.
Anderson (2003) conducted a study to investigate the online reading strategies of L2 readers both in
ESL and EFL reading environments. One hundred and thirty one (N=131) EFL students from Utah and one
hundred and sixteen (N=116) ESL students from Costa Rica participated in this study. The author adopted the
Survey of Reading Strategies (SORS) instrument to measure the metacognitive reading strategies of L2 readers
while reading printed academic texts (Sheorey & Mokhtari, 2001). Thus, based on SORS, the writer developed
Online Survey of Reading Strategies (OSORS) to measure the metacognitive reading strategies used by EFL and
ESL readers in the context of online environments. The instrument consists of 38 questions which are divided
into three categories like SORS: global reading strategies (18 items), problem solving strategies (11 items), and
support strategies (9 items). The study shows that the second language readers used a lot of problem solving
strategies, eight of the top 12 strategies (67%). The result shows that there is no significant difference in the use
of overall OSORS between the EFL and the ESL groups but EFL readers use problem solving strategies more
frequently than did the ESL readers.
Pookcharoen (2009) investigated the metacognitive online reading strategies use for academic purposes
among hundred and eleven (N=111) Thai EFL students from different majors using mixed methods, i.e.
quantitative and qualitative approaches. The results showed that the proficient readers differed from the less
proficient readers in terms of frequency and quality of use. It was also revealed that the less proficient reader
group struggled with overwhelming vocabulary leading to inaccurate understandings of the online academic
texts. In addition, compared with the proficient reader group, the less proficient group had more difficulty
regarding grammatical structures, text length and organization, and text evaluation. Amer, Al Barwani &
Ibrahim (2010) conducted a study to investigate the Online Reading Strategies of Omani EFL students in Oman.
Karbalaei (2010) conducted a study in an Indian setting to investigate the differences between EFL (Iranians)
and ESL (Indians) readers in the context of using metacognitive reading strategies. The result of this study
revealed that although the two groups represent different socio-cultural environments, the subjects in both
groups reported similar strategy awareness while reading academic materials. Indians reported more use of
metacognitive reading strategies than Iranians.
Vaičiūnienė & Užpalienė (2013) conducted a study in Lithuania to identify the metacognitive online
reading strategies employed by eighty nine (N= 89) students. The authors aimed to discover the interrelation
between online reading strategies and metacognitive awareness among the participants. Data was collected
using a quantitative tool using “Online Survey of Reading Strategies” (OSORS). The survey showed that
readers worked directly with the text to solve problems while reading online. The results also indicated that a
low score on any of the subscales of the inventory (i.e. Support strategies use) meant that there may be strategies
in those parts that students were unaware.
Sitindaon, Wijaya, & Salam (2013) conducted a study to find out the level of metacognitive reading
strategy use in online environment. The participants of this study were forty eight (N=48) sixth semester
students of English Education Study Program in university setting in Indonesia. Data collection was done using
the Online Survey of Reading Strategies (OSORS) questionnaire. The descriptive statistics was used to analyse
the data. The results showed that the most preferable strategy used by the students was problem solving reading
strategy. The data also revealed that 66.7% of students were moderate strategy users, 25 % were high strategy
users, and 12.5% were low strategy users. This study indicated a need to improve student awareness of effective
metacognitive online reading strategies.
İnceçay (2013) conducted a mixed method, both quantitative (questionnaire) and qualitative (Think
Aloud Protocols and semi- structured Interviews) studyamong Turkish EFL students to investigate
metacognitive online reading strategies use. The study aimed to show strategies used by EFL students for
academic purposes and how they used the reported strategies in their actual reading tasks. For the quantitative
part, the Online Survey of Reading Strategies (OSORS) questionnaire was used to gather data from thirty
(N=30) students. For the qualitative part of this study, two (N=2) students participated in think-aloud protocols
and post-reading interviews. This study showed that the participants reported a wide range of metacognitive
strategies when reading online academic texts such as reference materials (i.e. online dictionaries), scrolling
through the text, rereading for better understanding, guessing what the content is about and paying closer
attention to reading. It was noted that students actually used most of the strategies they while they were reading
online texts.
Eghlidi, Abdorrahimzadeh & Sorahi (2014) conducted a study in Iran to identify the type and
frequency of online metacognitive reading strategies among 50 Iranian graduate EFL students when they
encounter academic texts on the Internet. It also aimed to find out the differences in the type and frequency of
metacognitive online reading strategies among proficient and less proficient learners. Data was collected using
Survey of Online Reading Strategies (OSORS) with an adapted Internet use questionnaire, think-aloud sessions,
and TOEFL reading comprehension test. The result showed that the proficient and less proficient groups
4. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 41 | Page
reported significant differences in applying eighteen (18) strategies. The respondents experienced difficulties in
dealing with vocabulary when reading academic texts online.
Omar (2014) conducted a study to explore the use of metacognitive online reading strategies by thirty
(N=30) Libyan postgraduate EFL students in Libya. Data was collected using the Online Reading Strategies
(OSORS) questionnaire. The results of this study showed that the participants were moderate users of
metacognitive online reading strategies. It also revealed that the most frequently reported strategy was problem
solving strategies, while support reading strategies were the least.
Ostovar-Namaghi & Noghabi, (2014) also conducted a study to discover whether there are any
significant differences between Iranian Master of Science (MSc) students perceived use of the metacognitive
reading strategies when reading online text compared to printed academic text. Fifty four (N=54) MSc students
of Gonabad University of Medical Sciences in Iran. Data collected using the demographic information sheet and
two questionnaires, i.e., the survey of reading strategies (SORS) and the online survey of reading strategies
(OSORS). The data were analysed using the SPSS software. The results showed that the participants were
moderate users of metacognitive reading strategies while reading academic text in both online and printed form.
V. THEORETICAL FRAMEWORK OF THE STUDY
The current study is underpinned by two theories namely, the information processing theory and
metacognitive theory. The information processing theory of learning is a cognitive approach that explains the
process of transforming information inside the human mind. This theory flourished during cognitive in the late
1950's due to the invention of the computer to represent mental processes in comparison to that of a computer.
There is no one certain theorist claims to have invented this theory as it is a result of many theorists’
experimental researches about the human mind internal processes. Atkinson & Shiffrin (1968) redefined clearly
this theory and called it the modal model. This theory says that information from the world around us moves
across the eyes to the brain, the information which can be remembered, gets into the working memory to be
saved for few seconds in the short-term memory. If the person decided to save or remember it, it will move
to long-term memory, where memories are stored for a person to access later.
Applying this theory to the current study, in online environment, the reader come across many types of
information that could be important or unnecessary to him/her, the information that is unnecessary come across
the eyes to be saved in the short-term memory which can be deleted after seconds of exposing to it, but if the
information is important, it comes across the eyes to be saved in the long-term memory of the brain. The reader
decides which information is needed and which is not so that the brain can act automatically according to that.
The question here is how does the reader choose the needed information quickly? The metacognitive theory is
the answer.
Metacognitive theory is hypothesized by Flavell (1979). Flavell (1979) defined metacognition as a
person's ability to control "a wide variety of cognitive enterprises occurs through the actions and interactions
among four classes of phenomena: (a) metacognitive knowledge, (b) metacognitive experiences, (c) goals (or
tasks), and (d) actions (or strategies)". Metacognition in education refers to people ability to monitor their
cognitive process by using the four categories mentioned above.
Relating this theory to the current study, which focuses on EFL Libyan secondary students’ use of
metacognitive online reading strategies, metacognitive online reading strategies are described in the theory as
actions that readers use to achieve metacognitive reading objectives by controlling thinking activities during
reading to decide whether or not the cognitive reading goals are achieved.
Therefore, it will be beneficial to find out if these students’ knowledge or beliefs about the factors that
affect cognitive reading process “cognitive tasks (reading task), goals (aim of reading), actions or strategies
(Metacognitive online reading strategies) and their experiences (internal responses), will lead these students to
use metacognitive online reading strategies more effectively which will enhance their English language
performance.
Mokhtari & Sheorey (2002) classified these strategies into three separated domains:
1- Global reading strategies: readers carefully plan their reading by using techniques such as having a purpose
in mind and previewing text.
2- Problem solving strategies: readers work directly with text to solve problems while reading, such as
rereading text.
3- Support strategies: readers supporting techniques to aid reading process such as using a dictionary and
taking notes.
Mokhtari & Sheorey (2002) have used the strategies mentioned above to develop questionnaire
statements to measure metacognitive reading strategies of L2 when reading printed academic materials and the
instrument called the Survey of Reading Strategies (SORS).
5. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 42 | Page
The current study is on metacognitive online reading strategies use by EFL Libyan secondary school
students in Malaysia and it uses the Online Survey of Reading Strategies (OSORS) developed by Anderson
(2003) questionnaire to measure the metacognitive online reading strategies of the mentioned students.
The following figure illustrates the theoretical framework of this study, (see figure 2.1),
Figure 1.0 Theoretical Framework
As shown in the figure, the information processing theory and metacognitive theory Flavell (1979) are used as
theories that underpin the study.
VI. METHODOLOGY
Research design
The current study uses a mixed method approach to collect data. This study shed a light on the use of
Metacognitive Online Reading Strategies by EFL Libyan secondary school students and the problems
encountered by them when they read online. This study followed the explanatory design, in which the
qualitative results used to explain more and interpret the findings of the quantitative results (Creswell, 2013).
Population and sample
The sampling procedure was purposive sampling. The researcher selected 106 EFL Libyan first, second
and third year secondary school students at two Libyan Schools in Malaysia for the purpose of the study. The
sample consists of 49 male and 57 female students. Interviews were also conducted. The sampling procedure for
the interview was purposive sampling. The purpose was to obtain unique and rich information of value to the
study. Eight (N=8)students and three (N=3) teachers of Libyan secondary schools were interviewed to obtain
more information about the problems that the students encounter when they read online and to get insight into
possible suggestions to overcome the claimed problems, which was aimed at achieving the third objective of this
study.
Research instruments
This study used two instruments namely, questionnaire and interview to collect data. The Online
Survey of Reading Strategy (OSORS) which was created by Sheorey & Mokhtari 2001 was used in this study.
OSORS is a list of thirty eight (N=38) items that measure metacognitive online reading strategies.
The second instrument is interview. Eight EFL Libyan secondary school students and their three
teachers were interviewed to investigate the problems encountered by EFL Libyan secondary school students
when they read online and how to deal with the claimed problems.
After piloting OSORS, the result of reliability test showed that the Cronbach’s alpha of the overall
Online Survey of Reading Strategies (OSORS) was high at .899 as shown in Table 1.0.
Table 1.0 The Overall OSORS Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.899 .900 38
Each interview was recorded using digital recorder (Samsung). Then, the recordings were transcribed
manually according to what they said. After that, the transcriptions were entered into NVivo 10 for qualitative
data analysis.
6. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 43 | Page
VII. RESULTS AND ANALYSIS
Q1: What are the metacognitive online reading strategies that EFL Libyan secondary school students use
when they read online?
The descriptive analysis using the mean and standard deviation of the three domains of metacognitive
online reading strategies namely, global, problem solving and support were done to explore the most and the
least domain used by EFL Libyan secondary school students when they read online.
Table 2.0 The Domains Descriptive Statistics
N Mean Std. Deviation
Problem Solving Strategies 106 3.2950 6.46870
Global Strategies 106 3.2872 10.09618
Support Strategies 106 3.1950 5.53570
As shown in table 2.0, the mean and the standard deviation were calculated for each domain average to
compare between them in terms of use. Anderson (2003) stated that the OSORS is scored on a five point Likert
scale. The score which is 2.4 or below is considered low strategy use, 2.5 to 3.4 indicates moderate strategy use,
and 3.5 or above represents high strategy use.
As it is noted in table 2.0, the first item (problem online reading strategies) domain recorded the highest
mean score at 3.2950, which indicates that this domain is the most used by EFL Libyan secondary school
students when they read online and the standard deviation were 6.46870, which means that students’ responses
is distributed at 6.46870 point from the mean. The second domain namely, global online reading strategies
recorded the medium score upon the three domainsat mean score of 3.2872, which indicate that EFL Libyan
secondary school students were moderate users of this domain when they read online. The students’ responses to
this domain are distributed at standard deviation of 10.09618. The last domain namely, support online reading
strategies has obtained the lowest score at 3.1950 mean point, which indicates that this domain is the least used
domain by EFL Libyan secondary school students when they read online. The standard deviation is 5.53570,
indicating the distribution of students’ responses from the mean for this domain. These results concluded that
the most used domain was global online reading strategies and the support online reading strategies domain was
the least used by EFL Libyan secondary school students. Comparing the mean results of each domain with the
strategies used scale that was proposed by Anderson (2003), it can be concluded that the students who
participated in the study were moderate users of metacognitive online reading strategies domains.
Q2- Is there a significant relationship between metacognitive online reading strategies and English
language performance of EFL Libyan secondary school students?
In order to answer the second research question, the sum of the overall online reading strategies and the
sum of each domain were calculated, then correlated separately with English score of each student. Data
analysis using Pearson correlation was done to discover whether there is a significant relationship between
Overall Metacognitive Online Reading Strategies used and English Language performance of EFL Libyan
secondary school students. It was also done to each domain to specify which of the domains has a significant
relationship with English language performance. Correlation analysis was also done to decide whether to accept
or reject the research hypotheses.
H01: There is no significant relationship between the overall metacognitive online reading strategies used and
English language performance of EFL Libyan secondary school student.
The result of the correlation analysis of the Overall Metacognitive Online Reading Strategies with students’
English scores is showed in Table 3.0.
Table 3.0 Overall strategies and English score Correlation
Overall strategies English score
Overall strategies Pearson Correlation 1 .298**
Sig. (2-tailed) .002
N 106 106
English score Pearson Correlation .298**
1
Sig. (2-tailed) .002
N 106 106
**. Correlation is significant at the 0.01 level (2-tailed).
The result showed that r =.298, p =.002. The significant value .002 was smaller than 0.01 which is the
significant value that means there is a significant relationship between Overall Metacognitive Online Reading
Strategies use and English Language performance of EFL Libyan secondary school students. Thus, the null
hypothesis of the overall strategies is rejected.
7. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 44 | Page
H02: There is no significant relationship between the global metacognitive online reading strategies used and
English language performance of EFL Libyan secondary school students.
The results of the correlation analysis of the Global Metacognitive Online Reading Strategies with students’
English score showed in Table 4.0.
Table 4.0 Global Strategies and English score Correlation
Global strategies English score
Global Pearson Correlation 1 .232*
Sig. (2-tailed) .017
N 106 106
English score Pearson Correlation .232*
1
Sig. (2-tailed) .017
N 106 106
*. Correlation is significant at the 0.05 level (2-tailed).
As noted in Table 4.0, the significant score of the global strategies correlational analysis was .017
which is smaller than the significant value which is 0.05, which indicates that there is a significant relationship
between metacognitive global online reading strategies used and English language performance of EFL Libyan
secondary school students. Thus, the second null hypothesis is rejected.
H0 3: There is no significant relationship between the problem solving online reading strategies used and
English language performance of EFL Libyan secondary school students.
The results of the correlation analysis of the Problem Solving Metacognitive Online Reading Strategies with
students’ English scores are shown in Table 5.0.
Table 5.0 Problem Solving Strategies and English Score Correlations
Problem Solving Strategies English score
Problem Solving Strategies Pearson Correlation 1 .306**
Sig. (2-tailed) .001
N 106 106
English score Pearson Correlation .306**
1
Sig. (2-tailed) .001
N 106 106
**. Correlation is significant at the 0.01 level (2-tailed).
As noted in Table 5.0, the Problem Solving Strategies significant value is .001 which is smaller than
the correlation significant value P=0.01, which means that there is a significant relationship between the
problem solving online reading strategies used and English language performance of EFL Libyan secondary
school students. Therefore, the null hypothesis of this domain is rejected.
H0 4: There is no significant relationship between the support metacognitive online reading strategies used and
English language performance of EFL Libyan secondary school students.
The results of the correlation analysis of the Support Metacognitive Online Reading Strategies with students’
English scores showed in Table 6.0
Table 6.0 Support Reading Strategies and English Scores Correlations
Support Reading Strategies English score
Support Reading Strategies Pearson Correlation 1 .224*
Sig. (2-tailed) .021
N 106 106
English score Pearson Correlation .224*
1
Sig. (2-tailed) .021
N 106 106
*Correlation is significant at the 0.05 level (2-tailed).
As shown in Table 6.0, correlation score for support reading strategies is .02 which is lower than the
significant correlation value of 0.05. This indicates that there is significant relationship between the support
metacognitive online reading strategies used and English language performance of EFL Libyan secondary
school students. Thus the null hypothesis is rejected.
In summary, the significant value for overall metacognitive online reading strategies is (P = .002 <
.01), global metacognitive online reading strategies significant value is (P = .01 < .05), the significant value of
problem solving domain is (P = .001 < .01) and (P = .02 < .05) for support metacognitive online reading
strategies show significant relationships between the variables. Therefore, the results of analysing the
8. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 45 | Page
correlations revealed that there is a significant relationship between these strategies and English language
performance of EFL Libyan secondary school students and all null hypothesises are rejected.
Q3: What are the problems encountered by EFL Libyan secondary school students while reading online?
The data obtained from the interviews with students showed that most of the students faced problems
with the new vocabulary including the meaning and pronunciation of the new vocabulary. They faced problems
with the length of the text as the long text make it more difficult for them to get the main idea or the information
they wanted from a long text. They also reported having difficulties with different types of text as the structure
of the text is sometimes not familiar for them making it more difficult and taking a longer time for them to
understand the theme and the information presented in the text in online context.
To deal with these problems, most of the interviewed students used translation to their first language
via online dictionary e.g. Google translate as a tool to get the new vocabulary meaning and pronunciation to
understand the new vocabulary more quickly.
For the text length and type difficulties, most of them reported using rereading and adjusting the
reading speed to concentrate as ways to get the text meaning and the information they wanted.
Interviews with teachers were conducted to get more information about the students’ problems when
they read English text online. Most of the teachers reported similar problems that students reported during the
interviews, which confirmed that the students really faced problems when they read online. The teachers
claimed that their students faced problems with the new vocabulary including the meaning and pronunciation as
English is a foreign language for them. The teachers also reported that their students faced problems with text
type and length. They claimed that this is because of lack of concentration when they read online.
To deal with the claimed problems and to develop stronger online reading strategies, the teachers
suggested building the students’ vocabulary and exposing them to different text types and structure e.g. giving
them more tasks which require reading online to increase their reading habits. They also suggested teaching
reading strategies throughout the classroom topics
VIII. DISCUSSION
Comparison between EFL Libyan secondary school students’ use of metacognitive online reading
strategies domains mean scores show that the problem metacognitive online reading strategies domain is the
most used by EFL Libyan secondary school students when they read online. They are also moderate users of
global solving metacognitive online reading strategies. The support metacognitive online reading strategies are
the least used domain by EFL Libyan secondary school students when they read online.
These findings are parallel to the findings of Omar (2014) that was conducted on Libyan postgraduate
students in Libya. The study found that problem solving strategies domain was the most used strategies, support
metacognitive online reading strategies domain was the least used strategies by the participants. The study also
found that they were moderate users of overall metacognitive online reading strategies.
The current study is also parallel with Sitindaon, Wijaya, & Salam (2013) who conducted a study on
the level of metacognitive reading strategy used in online environment by Indonesian English language students.
The data revealed that 66.7% of students were moderate strategy users, 25 % were high strategy users, and
12.5% were low strategy users.
Ostovar-Namaghi & Noghabi (2014) also had similar results with this study. Their findings showed
that the Iranian Master of Science (MSc) students were moderate users of metacognitive reading strategies while
reading academic text in both online and printed form.
The findings obtained from the correlational analysis of the Overall Metacognitive Online Reading
Strategies and its domains with English language performance of EFL Libyan secondary school students
showed that there is a significant (P = .002, < 0.01) relationship. Global overall metacognitive online reading
strategies showed a significant relationship (P = .01, <0.05) with English language performance of EFL Libyan
secondary school students. The findings also showed a significant relationship (P=001. <0.01), between the
problem solving metacognitive online reading strategies used and English language performance of EFL Libyan
secondary school students. Support metacognitive online reading strategies also showed a significant
relationship (P = .02. <0.05) with English language performance of EFL Libyan secondary school students.
Therefore, all the null hypotheses were rejected.
These findings are found to be in consistance with Chu et.al. (2012). Their study on learning strategies;
where the metacognitive strategies as part of it found that there was a correlation between each learning strategy
and English academic acheivement of EFL Taiwanese university students. The study showed a significant
relationship between the metacognitive strategies and English academic achievement of the participants. The
current study also revealed a significant relationship between the Overall Metacognitive Online Reading
Strategies and its domain and English language performance of EFL Libyan secondary school students when
correlated.
9. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 46 | Page
This study also corresponds with Pookcharoen (2009) who conducted a study on metacognitive online
reading strategies among Thai EFL university students. The study compared proficient and less proficient
students in terms of metacognitive online reading strategies used. The result showed that the proficient students
in English used these strategies better than less proficient students in terms of frequency and quality of use,
indicating that their use of metacognitive online reading strategies was influenced by their English proficiency
level and vice versa. The current study find out that there is a significant relationship between metacognitive
online reading strategies used and English language performance of EFL Libyan secondary school students,
which also indicates that metacognitive online reading strategies used influence their English language
performance and vice versa.
The findings of interviews concur with Eghlidi, Abdorrahimzadeh & Sorahi, (2014) study on the type
and frequency of online metacognitive reading strategies among Iranian EFL graduate students when they
encounter academic texts on the Internet. The result showed that the respondents experienced difficulties in
dealing with vocabulary when reading academic texts online.
These findings also in parallel with Sitindaon, Wijaya, & Salam (2013) who conducted a study on the
level of metacognitive reading strategy used in online environment by Indonesian English language students.
The results indicated a need to improve student awareness of effective metacognitive online reading strategies.
The current study also found to be in consistence with Pookcharoen (2009) who conducted a study on
metacognitive online reading strategies among EFL Thai university students. The study compared proficient and
less proficient students in terms of metacognitive online reading strategies used. The study showed that the less
proficient reader group faced difficulties with vocabulary which led to inaccurate understandings of the online
texts. They also had difficulty with grammatical structures, text length and organization and text evaluation.
These students used a fixed set of reading strategies to deal with different text difficulty level. This study also
found that the interviewed students faced problems in understanding the new vocabulary, they also faced
problems with text length type. They also used a limited number of metacognitive online reading strategies,
indicating that EFL Libyan secondary school students, lack of effective metacognitive online reading strategies
used while reading online.
The findings of the qualitative part of this study showed that the students who participated in the
interviews were having problems in dealing with vocabulary meaning, text length, type, and structure. They
dealt with these difficulties by using online dictionary to translate the text and they reread the text to understand
more.
Joining together the findings from both quantitative and qualitative data, it can be revealed that EFL
Libyan secondary school students faced problems when they read online and they used some ways to help them
in overcoming these difficulties. Interestingly, these ways were found to be metacognitive online reading
strategies. Using online dictionary, adjusting the reading speed, concentrating more, and rereading the text are
metacognitive online reading strategies. This indicates that these students use metacognitive online reading
strategies, even though they did not know that these ways are called metacognitive online reading strategies and
they used them unconsciously but in a limited way. These findings were made stronger by quantitative findings
which revealed that the students who participated in the survey were moderate users of the metacognitive online
reading strategies and there is a significant relationship between using metacognitive online reading strategies
and English performance of EFL Libyan secondary school students in Malaysia. Thus, this study recommends
EFL Libyan secondary school students to be taught the metacognitive online reading strategies to enhance
effective use of these strategies.
IX. IMPLICATIONS
The current study shows that that EFL Libyan secondary school students are moderate users of
metacognitive online reading strategies when they face problems while reading online and there is a relationship
between using of metacognitive online reading strategies and their English performance.
According to Pookcharoen (2009), English language proficiency demand is increasing everyday all
over the world. Reading skill is one of the students’ problems that may hinder their English success, as having
the skills and strategies to comprehend the internet information plays a significant role in students’ success. John
(2014) added that English language learners are exposed to different reading practices and strategies when
reading online text, but they lack sufficient skills to effectively research and evaluate information online, that
create a need to teach digital literacy skills in the TESOL field. Pookcharoen (2009) also suggested
implementing reading strategy instruction in EFL classes as the students need to use different strategies to deal
with different reading purposes. The author introduced many techniques that can be used by teachers to teach
reading strategies in more effective way.
Also in the current study, the interviewed teachers recommended teaching metacognitive online
reading strategies to their students to enable them to develop stronger reading strategies and to use these
strategies more effectively.
10. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 47 | Page
This study strongly recommends that schools make it a necessity for teachers to teach metacognitive
online reading strategies to EFL Libyan secondary school students in order for them to develop stronger reading
strategies. This study is useful as it provides an evidence that EFL Libyan secondary school students face
problems while reading online. Educational people such as education policy makers can use the findings of this
study to help them in formulating the educational decisions such as teacher training sessions. Directors and
administrators will benefit from this study in designing more practical teaching and learning approaches.
Teacher training centres can use this study findings to prepare more effective training plans for teachers on how
to implement digital sources and how to use them in the classroom environment. For teachers and students, this
study will raise their awareness about metacognitive online reading strategies and will enable them to cope with
problems they face while reading online.
X. CONCLUSION
As the online materials become sources of educational information and knowledge for the students, it
becomes necessary to understand how students deal with these materials. What strategies they use, what kind of
difficulties they face, how they deal with these difficulties and discover if they use the proper strategies to get
the needed information.
By understanding students’ use of metacognitive online reading strategies, as this study showed,
educators and teachers will be able to detect the problems that their students face when reading online and take
necessary actions to effectively cope with the difficulties faced. It also will help designers of pedagogy
instructions to update reading curriculum based on the students’ needs.
Implementing online reading strategies in the syllabus will help to improve students’ learning process
through improving their reading process and this will be reflected in the students’ English language
performance. In addition, this study also will assist the students to become independent readers, if they are
powered by effective online reading strategies and tools.
As a conclusion, the researcher suggests teaching students metacognitive online reading strategies as it
is an effective tool to improve the students’ online reading process and help them get the benefits of online
sources in less time with less effort, which will positively affect their English language performance.
As shown above, many studies have been conducted to measure metacognitive online reading
strategies but in many different ways, such as exploring the difference between two groups, the difference
between forms of texts, examining the level of the strategies used, investigating the perceived use of the readers
and investigating the perceived use of the metacognitive online reading strategies for academic purpose.
Moreover, these studies use different population sample and different sampling procedures for their studies
purposes. They also have been conducted in many different settings and contexts such as, in Costa Rica, Utah,
Taiwan, Oman, India, Lithuania, Indonesia, Turkey, Libya, and Iran.
Therefore, the current study was conducted on the metacognitive online reading strategies use but in a
different way. This study looked at the use of meta-cognitive online reading strategies for English language
learning purpose. It was also conducted in another setting which is Malaysia by using another population sample
that is EFL Libyan secondary school students. This study aims to investigate the relationship between the
metacognitive online reading strategies and English language performance of EFL Libyan secondary school
students. It also explores metacognitive online reading strategies used by EFL Libyan secondary school students
for English language learning purpose and also investigates the problems that these students encounter when
they read online.
REFERENCES
[1]. Akyel, A., & Erçetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System, 37 (1), pp. 136-
152.
[2]. Amer, A., Al Barwani, T., & Ibrahim, M. (2010). Student teachers’ perceived use of online reading strategies. International Journal
of Education and Development using ICT, 6 (4), pp. 102-113.
[3]. Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The
Reading Matrix, 3 (3).
[4]. Atkinson, R. C., & Shiffrin, R. M. (1968). Chapter: Human memory: A proposed system and its control processes. In Spence, K.
W., & Spence, J. T. The psychology of learning and motivation (Volume 2). New York: Academic Press. pp. 89–195.
[5]. Carrell, P. L., Devine, J., & Eskey, D. E. (1988). Interactive approaches to second language reading. Cambridge University Press.
[6]. Chu, Y. W., Huang, B. S., Shih, M. P., & Tsai, C. H. (2012). A Look at EFL Technical Students’ Use of Learning Strategies in
Taiwan. World Journal of Education, 2 (3), pp. 16.
[7]. Coiro, J. (2003). Exploring literacy on the internet: Reading comprehension on the internet: Expanding our understanding of
reading comprehension to encompass new literacies. The Reading Teacher, pp. 458-464.
[8]. 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), pp. 214-257.
[9]. Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
[10]. Dail, J. S. (2003). Reading in an online hypertext environment: A case study of tenth-grade English students.
[11]. Eghlidi, M., Abdorrahimzadeh, S. J., & Sorahi, M. A. (2014). Metacognitive Online Reading Strategies Among Graduate Students:
Does The Proficiency Level Make A Difference?. Modern Journal of Language Teaching Methods (MJLTM), p. 57.
11. Libyan Secondary School Students’ Metacognitive Online Reading Strategies And Their English…
www.ijhssi.org 48 | Page
[12]. Elmadwi, H. M. A., & Shepherd, R. (2015). A critical study of the problems faced by the Libyan students in reading and
comprehension of English as a foreign language.
[13]. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American
psychologist, 34 (10), p. 906.
[14]. Flowerdew, J., and Peacock, M. (2001). Eds.). Research perspectives on English for academic purposes, Cambridge: CUP.
[15]. Gilakjani, A. P., Ismail, H. N., & Ahmadi, S. M. (2011). The effect of multimodal learning models on language teaching and
learning. Theory and Practice in Language Studies, 1 (10), pp. 1321-1327 Grant No. R305G050154.
[16]. Hobbs, R. (2006). Multiple visions of multimedia literacy: Emerging areas of synthesis. International handbook of literacy and
technology, 2, pp. 15-28.
[17]. İnceçay, G. (2013). Metacognitive Online Reading Strategies Applied by EFL Students. Eğitimde Kuram ve Uygulama, 9 (4), pp.
390-407.
[18]. Ioannou-Georgiou, S. (2002). Constructing meaning with virtual reality. TESOL Journal 11 (3), pp. 21-26.
[19]. John, G. (2014). Exploring ESL students’ perceptions of their digital reading skills (Doctoral dissertation, University of
Nottingham).
[20]. Karbalaei, A. (2010). A comparison of the metacognitive reading strategies used by EFL and ESL readers. The Reading Matrix, 10
(2).
[21]. Kasper, L. F. (2000). New technologies, new literacies: Focus discipline research and ESL learning communities. Language
Learning & Technology, 4 (2), pp. 105-128.
[22]. Meng, F. (2009). Developing students’ reading ability through extensive reading. English Language Teaching, 2 (2), pp. 132.
[23]. Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental
Education, 25 (3), pp. 2.
[24]. Omar, N. A.(2014) Online Metacognitive Reading Strategies Use by Postgraduate Libyan EFL Students. World Academy of
Science, Engineering and Technology International Journal of Social, Behavioural, Educational, Economic and Management
Engineering Vol:8, No:7.
[25]. Ostovar-Namaghi, S. A., & Noghabi, A. E. (2014). A Comparison of Perceived Use of the Metacognitive Reading Strategies by
Iranian Master of Science Students for Hypertext and Printed Academic Materials. Journal of Language Teaching and Research, 5
(4), pp. 865-872.
[26]. Pookcharoen, S. (2009). Metacognitive online reading strategies among Thai EFL university students (Doctoral dissertation,
Indiana University).
[27]. Rhema, A., & Miliszewska, I. (2010). Towards e-learning in higher education in Libya. Issues in Informing Science and
Information Technology, 7 (1), pp. 423-437.
[28]. Pritchard C (2007) Reading for Academic Purposes.
[29]. Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native
readers. System, 29 (4), pp. 431-449.
[30]. Sitindaon, M., Wijaya, B., & Salam, U. (2013). Metacognitive Online Reading Strategy Practiced By English Students. Jurnal
Pendidikan dan Pembelajaran, 2(11).
[31]. Stakhnevich, J. (2002). Reading on the Web: Implications for ESL professionals. The Reading Matrix, 2 (2).
[32]. The General People’s Committee of Education. (2008). The development of the education, the national report of Libya represented
to the international conference on education session (48) Geneva 25-28 November 2008, accessed
2/3/2010,http://www.ibe.unesco.org/National_Reports/ICE_2008/libya_NR08.pdf.
[33]. Vaičiūnien, V., & Užpalienė, D. (2013). Metacognitive online reading strategies in foreign language learning context at university.
Social Technologies, 3 (2), pp. 316-329.
[34]. Yousefvand, Z., & Lotfi, A. R. (2011). The Effect of Strategy-Based Reading Instruction on Iranian EFL Graduate Students
Reading Comprehension and Their Attitudes toward Reading Strategies Instruction. Journal of Academic and Applied Studies, 1
(5), pp. 39-55.1
