A Study of ESL Students' Perceptions of Their Digital Reading

Autor/in	Gilbert, John
Titel	A Study of ESL Students' Perceptions of Their Digital Reading
Quelle	In: Reading Matrix: An International Online Journal, 17 (2017) 2, S.179-195 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Technological Literacy; Student Attitudes; Reading Processes; Reading Comprehension; Reading Strategies; Metacognition; Observation; Interviews; Group Discussion; Diaries; Internet; Printed Materials; Reading Research; Adult Education; Information Technology; Search Engines; Misconceptions; Virginia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Technisches Wissen; Schülerverhalten; Leseprozess; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Beobachtung; Interviewing; Interviewtechnik; Gruppendiskussion; Diary; Tagebuch; Leseforschung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Informationstechnologie; Suchmaschine; Missverständnis
Abstract	While research has increasingly been focused on second language reading, it has primarily been centered on how the learner interacts and decodes printed text. However, there has been minimal research conducted on how the English language learner processes web text, navigates the Internet, or evaluates and comprehends what he/she is reading through the use of digital literacy skills. The intention of this study was to gain insight into the online reading strategies of English language learners in order to explore if there was a need for the English as a Second Language (ESL) profession to teach digital literacy in the language classroom. The present study examines the metacognitive online reading strategies of intermediate and upper intermediate ESL students. Data were drawn from the researcher's observation notes, interviews with the participants, group discussions, and participant journals. The research methodology for the study was interpretive and qualitative. The findings suggest that language learners engage in characteristically different reading practices and strategies when reading web text and that there is a need for digital literacy skills to be taught in conjunction with the development of traditional literacy skills in the target language. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01