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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
