This research is aimed to identify the metacognitive online reading strategies employed by students and assess the interrelation between online reading strategies and metacognitive awareness. The findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students’ attention on the metacognitive reading strategies identified, teachers could help students improve their online reading ability. Teachers should include strategy awareness as a training component in their students’ online learning tasks. Practical implications – seeking to develop students’ online reading capacity, it is valuable for teachers to discover students’ preferences for online reading strategies and identify encountered problems before focussing on the online reading issues, in which students need the most help. The findings in relation to the usage of metacognitive online reading strategies employed by language learners imply that reading comprehension is not only a matter of language proficiency, but, in part, a matter of metacognitive reading online strategies.
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