1.10.6 Online Reading
1.10.6.3 Reading Strategy for Online Learning
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not be possible in print environments. These instruments have been widely used in foreign language reading research.
1.10.6.3.1 Global strategy (GLOB)
Global strategies are intentional and carefully planned by learners to monitor their reading, such as having a purpose in mind, previewing the text, checking how text content fits its purpose, noting text characteristics like length and organization, and predicting or guessing the text’s meaning (i.e., taking an overall view of the online text to see what it is about before reading it or reviewing the online text first by noting its characteristics like length and organization). Global reading strategy involves reflecting the reading material as well as the reason for reading itself. GLOB contains sixteen from thirty-six items and represents a set of reading strategies oriented toward a global analysis of text. These strategies can be thought of a generalized, intentional online reading strategies aimed at setting the stage for the reading act.
The following is a list of global reading strategy characteristics based on students’ traits:
Table 1.4
Global Strategy Characteristics Based on Students’ Traits
No. Traits
1. Students have a purpose in mind when they read online.
2. Students participate in live chat with other English learners.
3. Students participate in live chat with native speakers.
4. Students think about what they know to help them understand what they have read online.
5. Students take an overall view of the online text to see what it is about before reading it.
6. Students think about whether the content of the online text fits their reading purpose.
7. Students review the online text first by taking notes of its
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characteristics like length and organization.
8. When reading online, students decide what to read closely and what to ignore.
9. Students read pages on the Internet for academic purposes.
10. Students use tables, figures, and pictures in the online text to increase their understanding.
11. Students use context clues to help them better understand what they are reading online.
12. Students use typographical features like bold face and italics to identify key information.
13. Students critically analyze and evaluate the information presented in the online text.
14. Students check my understanding when they come across new information.
15. Students try to guess the content of the online text when they read.
16. Students check to see if their guesses about the online text are right or wrong.
17. Students scan the online text to get a basic idea of whether or not it will serve their purposes before choosing to read it.
18. Students read pages on the Internet for fun.
1.10.6.3.2 Problem-solving strategy (PROB)
Problem-solving strategies are the process that readers use while they are working directly with the text, especially when the text becomes difficult; these strategies include guessing the meaning from unknown words, adjusting one’s reading rate, visualizing the information read, resolving conflicting information, and rereading the text to improve comprehension (i.e., stop reading for a moment when stressing or confusing occurred). Problem-solving strategy implore
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students to solve problems while they are reading. This strategy contains eleven from thirty-six items that appear to be oriented around strategies for solving problems when the test becomes difficult to read. Here is the list of problem-solving strategy characteristics based on students’ traits:
Table 1.5
Problem-Solving Strategy Characteristics Based on Students’ Traits
No Traits
1. Students read slowly and carefully to make sure they understand what they are reading online.
2. Students try to get back on track when they lose concentration.
3. Students adjust my reading speed according to what they are reading online.
4. When online text becomes difficult, they pay closer attention to what they are reading.
5. Students stop from time to time and think about what they are reading online.
6. Students try to picture or visualize information to help remember what they read online.
7. When online text becomes difficult, they reread it to increase their understanding.
8. When students are reading online, they guess the meaning of unknown words or phrases.
9. Students critically evaluate the online text before choosing to use information they read online.
10. Students can distinguish between facts and opinions in online texts.
11. When reading online, students look for sites that cover both sides of an issue.
41 1.10.6.3.3 Support strategy (SUP)
Support strategies are what readers use to help their comprehension, such as using a dictionary, taking notes, highlighting textual information, or translating from one’s mother tongue to the target language (i.e., taking notes while reading online to understand the texts or using reference materials such as an on-line dictionary to understand what read online). Support reading strategy provides support upon reading to increase students’ comprehension and retention. SUP contains nine from thirty-six items and primary involves use of outside reference. These strategies provide the support mechanism aimed at sustaining responses to reading. The figure 1.5 below presents a list of support reading strategy characteristics based on students’ traits:
Table 1.6
Support Strategy Characteristics Based on Students’ Traits
No Traits
1. Students take notes while reading online to help them understand what they read
2. When online text becomes difficult, students read aloud to help them understand what they read.
3. Students print out a hard copy of the online text then underline or circle information to help them remember it.
4. Students use reference materials (e.g., an online dictionary) to help them understand what they read online.
5. Students paraphrase (restate ideas in their own words) to better understand what they read online.
6. Students go back and forth in the online text to find relationships among ideas in it.
7. Students ask themselves questions they like to have answered in
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8. When reading online, students translate from English into their native language.
9. When reading online, students think about information in both English and their mother tongue