To assist young learners to cultivate efficient learning strategies in the early ages, students in the current study were guided to read three authentic online storybooks and then write their own digital stories with ...To assist young learners to cultivate efficient learning strategies in the early ages, students in the current study were guided to read three authentic online storybooks and then write their own digital stories with tablet PCs. The study aims to investigate Taiwan Residents elementary school students＇ use of online reading strategies, and their relationship with students＇ performance on reading proficiency tests. The target population consisted of upper-grade learners （n = 83）. The instruments were a M-SORS （modified survey of reading strategy） questionnaire and a reading proficiency test. Major findings were as follows： （l） Students used online reading strategies at medium level; （2） problem solving strategies were proven to significantly correlate with students＇ performance on reading comprehension test; and （3） there was a significant difference between higher and lower reading proficiency learners＇ use of online reading strategies. Pedagogical implications of the findings and suggestion for future research are discussed.展开更多
In the age of Information technology, online learning environment and its visual and audio applications require new literacy for learners and educators. According to this new literacy perspective, reading comprehensio...In the age of Information technology, online learning environment and its visual and audio applications require new literacy for learners and educators. According to this new literacy perspective, reading comprehension becomes an important issue to study （Cairo, 2003）. The present study investigates metacognitive reading strategies used by low-proficient EFL （English as a Foreign Language） learners while reading paper-based documents and hypertext documents for general comprehension. The author of the paper tries to find whether these strategies are essentially different from each other. Data were collected from 32 students through SORS （Survey of Reading Strategies） and OSORS （Online Survey of Reading Strategies） questionnaires and from five students through think-aloud protocol The result indicates that some of the metacognitive reading strategies observed in hypertext reading are similar to those used in paper-based reading such as ＂using reference materials＂ and ＂translating from English to Turkish＂ However, there are few new emerging strategies while some of them are not observed in paper-based reading展开更多
Purpose: This paper attempts to examine perceived benefits,barriers,and students' reactions towards e-textbooks.Design/methodology/approach: This study is based on a survey of 105 undergraduate students in Califor...Purpose: This paper attempts to examine perceived benefits,barriers,and students' reactions towards e-textbooks.Design/methodology/approach: This study is based on a survey of 105 undergraduate students in California. Undergraduate students were selected as the subjects of this study,because they are heavy users of textbooks for their course work.Findings: E-textbooks will complement our existing choices rather than substitute printed textbooks. While e-textbooks offer a number of benefits,they also produce many unanticipated challenges. A number of critical hurdles need to be solved before wider acceptance.Research limitations: This study attempts to explore students' reactions to e-textbooks by targeting undergraduate students in California. Future studies can focus on the long-term effects on learning.Practical implications: Considerable attention should be paid to designing features to ensure e-textbooks augment learning rather than detract from it.Originality/value: This paper also looks at the extent to which e-reader users and none e-reader users differ in their preferences for traditional textbooks and e-textbooks.展开更多
文摘To assist young learners to cultivate efficient learning strategies in the early ages, students in the current study were guided to read three authentic online storybooks and then write their own digital stories with tablet PCs. The study aims to investigate Taiwan Residents elementary school students＇ use of online reading strategies, and their relationship with students＇ performance on reading proficiency tests. The target population consisted of upper-grade learners （n = 83）. The instruments were a M-SORS （modified survey of reading strategy） questionnaire and a reading proficiency test. Major findings were as follows： （l） Students used online reading strategies at medium level; （2） problem solving strategies were proven to significantly correlate with students＇ performance on reading comprehension test; and （3） there was a significant difference between higher and lower reading proficiency learners＇ use of online reading strategies. Pedagogical implications of the findings and suggestion for future research are discussed.
文摘In the age of Information technology, online learning environment and its visual and audio applications require new literacy for learners and educators. According to this new literacy perspective, reading comprehension becomes an important issue to study （Cairo, 2003）. The present study investigates metacognitive reading strategies used by low-proficient EFL （English as a Foreign Language） learners while reading paper-based documents and hypertext documents for general comprehension. The author of the paper tries to find whether these strategies are essentially different from each other. Data were collected from 32 students through SORS （Survey of Reading Strategies） and OSORS （Online Survey of Reading Strategies） questionnaires and from five students through think-aloud protocol The result indicates that some of the metacognitive reading strategies observed in hypertext reading are similar to those used in paper-based reading such as ＂using reference materials＂ and ＂translating from English to Turkish＂ However, there are few new emerging strategies while some of them are not observed in paper-based reading
文摘Purpose: This paper attempts to examine perceived benefits,barriers,and students' reactions towards e-textbooks.Design/methodology/approach: This study is based on a survey of 105 undergraduate students in California. Undergraduate students were selected as the subjects of this study,because they are heavy users of textbooks for their course work.Findings: E-textbooks will complement our existing choices rather than substitute printed textbooks. While e-textbooks offer a number of benefits,they also produce many unanticipated challenges. A number of critical hurdles need to be solved before wider acceptance.Research limitations: This study attempts to explore students' reactions to e-textbooks by targeting undergraduate students in California. Future studies can focus on the long-term effects on learning.Practical implications: Considerable attention should be paid to designing features to ensure e-textbooks augment learning rather than detract from it.Originality/value: This paper also looks at the extent to which e-reader users and none e-reader users differ in their preferences for traditional textbooks and e-textbooks.
