EXPLORING CORRELATION BETWEEN METACOGNITIVE ONLINE READING STRATEGY USE AND ONLINE READING COMPREHENSION OF EFL STUDENTS
Abstract
The study sought to explore the correlation between the use of Metacognitive Online Reading Strategies (MORS) and the Online Reading Comprehension (ORC) of Indonesian university students learning English as a Foreign Language (EFL). Specifically, it investigated three issues: (1) the levels of MORS use and ORC of the students majoring in languages, social sciences, and sciences, (2) the correlation between the MORS use and the ORC, and (3) whether the overall MORS use and category MORS use serve as predictors of the ORC. By using purposive sampling technique, 602 students were taken as the research sample. The Online Survey of Reading Strategies (OSORS) and an ORC test were used as the research instruments. Data were analyzed using descriptive statistics, Pearson correlation coefficient (r), and simple and multiple linear regression. The results showed that the overall MORS, the problem-solving strategies, and the support strategies were used highly, while the global reading strategies were used moderately by students from the three majors. A significant correlation was only found between the overall MORS use and the ORC, and between the problem-solving strategy use and the ORC among the students from language major. The overall MORS use and the global reading strategy use predicted the ORC of the students majoring in languages. These results should be interpreted with caution since the strategy use was not assessed based on classroom observations but based on self-reports.
Keywords
Academic majors, EFL students, metacognitive online reading strategies, online reading comprehension.
References
- Ahmadian, M., & Pasand, P. G. (2017). EFL learners’ use of online metacognitive reading strategies and its relation to their self-efficacy in reading. Reading Matrix: An International Online Journal, 17(2), 117–132.
- Akyel, A., & Ercetin, G. (2009). Hypermedia reading strategies employed by advanced learners of English. System, 37(1), 136–152. https://doi.org/10.1016/j.system.2008.05.002
- Al-sohbani, Y. A. Y. (2013). Metacognitive reading strategies use by Yemeni EFL undergraduate university students. Frontiers of Language and Teaching (FLT), 4(January 2013), 121–133.
- Alhaqbani, A., & Riazi, A. M. (2012). Metacognitive awareness of reading strategy use in Arabic as a second language. Reading In, 24(2), 231–255.
- Anderson, N. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3(3), 1–33.
- Aziz, Z. A., Nasir, C., & Ramazani, R. (2019). Applying metacognitive strategies in comprehending English reading texts. Celt: A Journal of Culture, English Language Teaching & Literature, 19(1), 138. https://doi.org/10.24167/celt.v19i1.1863
- Azmuddin, R. A., Nor, N. F. M., & Hamat, A. (2017). Metacognitive online reading and navigational strategies by science and technology university students. GEMA Online Journal of Language Studies, 17(3), 18–36. https://doi.org/10.17576/gema-2017-1703-02
- Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25(4), 829–835. https://doi.org/10.1016/j.chb.2008.07.002
- Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet and Higher Education, 27(April 2015), 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
- Cheng, R. T. J. (2016). Reading online in foreign languages: A study of strategy use. International Review of Research in Open and Distance Learning, 17(6), 164–182. https://doi.org/10.19173/irrodl.v17i6.2567