The Impact of Online Autonomous Learning on EFL Students' Reading Skills

Autor/inn/en	Shang, Hui-Fang; Chen, Yen-Yu
Titel	The Impact of Online Autonomous Learning on EFL Students' Reading Skills
Quelle	In: International Journal on E-Learning, 17 (2018) 2, S.227-249 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Reading Ability; Foreign Countries; Control Groups; Experimental Groups; Teaching Methods; Independent Study; Scores; Reading Tests; Comparative Analysis; Online Courses; Majors (Students); College Students; Reading Comprehension; Semi Structured Interviews; Questionnaires; Intervention; Pretests Posttests; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Reading competence; Lesekompetenz; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Lesetest; Online course; Online-Kurs; Collegestudent; Leseverstehen; Fragebogen; Statistische Analyse
Abstract	With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students' reading ability. Sixty-five students from two reading classes at One University in Southern Taiwan were divided into an experimental group (integration of online reading and teacher-guided intervention) and a control group (teacher-guided intervention). The results demonstrated that there was a significant difference in the reading scores between the experimental and control groups. A significant difference was also found between the pre- and post-test scores in the experimental group; however, this pre- and post-test difference was not observed in the control group. Students in the experimental group also noted an obvious enhancement to their reading due to the requisite planning, monitoring, and evaluating activities practiced during online learning. Based on the research results, suggestions for future study are discussed. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01