Abstract
With the increasing use of the internet for reading texts, the habit of reading has been greatly influenced. More and more readers are choosing to read online rather than reading paper texts. In a pedagogical context, some research suggest that an increased number of second language (L2) classrooms are engaging learners through online reading tasks. This paper aims to examine the differences between offline (paper) reading and online (computer-assisted language learning) reading strategies as used by English as foreign language (EFL) readers in higher education in Taiwan. A total of 43 third-year English major university students participated in this study. Tentative findings revealed that students’ reading scores were influenced by their reading strategies and that students’ gender differences also played a minor role in the strategies approaches that were taken. The result shows that there’s a need not only for explicit reading instruction in offline reading practices but also during the online reading that takes place in the EFL reading class.
Highlights
This paper is initially inspired by a paper written by Anderson (2003), in which he suggests to have made a study that gathered reading strategy data from the same readers in both online reading contexts and in paper reading contexts
This provisional study aims to examine the differences between offline reading and online reading strategies used by English as foreign language (EFL) readers in higher education in Taiwan
In order to investigate differences in Taiwanese university students’ English reading between offline reading and online reading strategies, two survey instruments and one standardized English reading test were used
Summary
This paper is initially inspired by a paper written by Anderson (2003), in which he suggests to have made a study that gathered reading strategy data from the same readers in both online reading contexts and in paper reading contexts. This provisional study aims to examine the differences between offline (paper) reading and online (screen) reading strategies used by English as foreign language (EFL) readers in higher education in Taiwan. Reading for general comprehension involves skills that represent linguistic abilities (e.g. word recognition, syntactic processing, etc.) (Anderson, 1995) and defines strategies implemented by readers. This research conceptualizes the reading process along the lines of Alderson’s (2000) view that reading is divided into two components of decoding (word recognition) and comprehension in the discursive domain
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