Reading-strategy use by English as a second language learners in online reading tasks

Abstract

This study investigates adult English language learners’ reading-strategy use when they read online texts in hypermedia learning environments. The learners joined the online Independent English Study Group (IESG) and worked both individually and collaboratively. This qualitative case study aims (a) to assess college-level ESL learners’ use of reading strategies for online second language (L2) texts and (b) to examine their use of hypertext and hypermedia resources while they read online L2 text. The seven strategies were (a) using hypermedia, (b) using computer applications and accessories, (c) dialoguing, (d) setting up reading purposes and planning, (e) previewing and determining what to read, (f) connecting prior knowledge and experiences with texts and tasks, and (g) inferring. The first two strategies were unique to online readings; the five remaining strategies apply to both online readings and paper-based text readings. The findings also revealed that “hybrid” online reading emphasized participants’ various reaction patterns and preferences in their hypermedia learning environments.

Introduction

Reading as a meaning-making process is one of the most important literacy components to the success of English language learners (ELLs; Cummins, 1991). For second language (L2) and foreign language (FL)¹ learners, reading is crucial because they rely more heavily on their literacy input than on its oral counterpart (Eskey, 2005). When we consider that ELLs represent 11% of the U.S. school population (Lee & Buxton, 2010) and that they have more diverse cultural and linguistic backgrounds than their native-speaking peers, it is clear that we need more research studies in L2 reading areas.

As technologies permeate our lives, they change the very concept of reading text. It becomes necessary to understand and use these technologies to interact with the world and to transform it (Kellner, 2001). Text includes a variety of types of semiotic methods such as pictures, audio, video, and electronic text as well as the traditional paper-based text. Literate people need to be aware of the change of literacies and to be able to use the new kinds of text. They need to be able to evaluate the new text and learn from it (Anstey and Bull, 2006, Chatel, 2002). Although technology involvement influences the concept of literacy, other factors such as social, cultural, economic, and political components also play important roles in the process (Warschauer, 1999).

Within these new literacy contexts, readers use strategies to facilitate their meaning-making process for both their first language (L1) and L2. In other words, they employ strategies to make their reading more efficient and effective regardless of their language level (Oxford & Crookall, 1989). The strategic patterns differ, however, for each person and context. Skillful readers adopt reading strategies—such as thinking about the topic, moving back and forth in the text, monitoring their comprehension, and planning when they are reading—more frequently than do unskilled or novice readers (Block, 1992, Brown, 1980, Carrell, 1989, Carrell et al., 1989, Paris and Jacobs, 1984, Wilhelm, 2001). Research into L2 readers’ reading-strategy use in the new literacy context, however, is scarce. To create a holistic view of reading, we borrowed Bakhtin’s (1986) dialogic perspective to gain an understanding of this online reading process.