Online Reading

The present study compares the performance of two TEFL reading classes: one taking place in a regular classroom and the other held in a computer lab, with the learners practicing reading online. The results of an independent samples t-test showed that the difference between the learners’ scores on their reading comprehension post-tests and pretests did not differ statistically significantly from one group to the other, indicating that the two groups’ progress was similar during the one-term period of instruction. In addition to this, learner interviews and teacher observations showed that some of the challenges of practicing reading in a computer lab included an over-reliance on copy/pasting; time wasted and stress induced due to Internet/technology problems, phobia, or lack of expertise; distractions created through working with technology; and occasional lack of learners’ awareness of the benefits of online reading. Yet, despite all this, reading online seems to have benefits which make it worth all the difficulties and extra effort.

The digital information age requires skills and strategies that are crucial in comprehending online academic texts. Also, research has emphasized the crucial role of critical thinking (CT) in education. Thus, this explanatory sequential mixed-methods study aimed to (a) identify Iranian EFL students’ metacognitive online reading strategies and CT skills, and (b) investigate the possible relationship between Iranian EFL students’ metacognitive online reading strategies in academic texts with their CT skills. To these ends, 80 Iranian EFL university students, selected nonrandomly from Shahrekord University, took part in this study and responded to the Pookcharoen’s (2009) Online Survey of Reading Strategies and Facione, Facione, Blohm, and Giancarlo’s (2002) California Critical Thinking Skills Test. In the follow-up, to probe into metacognitive online reading strategy use, 10 Iranian EFL university students were selected to do think-aloud online reading tasks. The descriptive statistics indicated that the EFL university students greatly preferred to use problem solving strategies more, followed by different global and support reading strategies respectively. Also, evaluation and inductive (sub)skills of CT were used mostly by the university students. Moreover, the results of the think-aloud provided evidence in support of quantitative results, confirming various problem solving, global and support strategy use in online academic reading. Furthermore, Pearson correlations revealed a positive and significant relationship, though it was small, between metacognitive online reading strategy use and CT skills. Integrating the findings from the quantitative and qualitative components call for metacognitive strategy assistance and instruction and CT development to improve online reading comprehension.

With the advent of advanced technology, a substantial proportion of reading takes place online. Reading engagement is an important factor which makes considerable contributions to reading comprehension. However, there is no valid and reliable measure for assessing learners' online reading engagement. Accordingly, this study constructed and validated a scale to gauge LORE. Initially, 20 EFL learners and 20 teachers were interviewed and based on the results of thematic analysis and extant components in the literature, an initial draft of the LORE was prepared. This draft became subject to expert opinion in a panel of three PhD holders in TEFL. Afterwards, the scale was distributed to 335 learners. The results of exploratory factor analysis (EFA) and Cronbach's Alpha yielded satisfactory psychometric properties for the 21-item scale consisting of six factors including affective, behavioral, cognitive, linguistic, agentic, and social dimensions. The analysis of aggregate means revealed that learners were highly engaged in behavioral and affective aspects, moderately engaged in the cognitive and agentic facets, but they had low levels of engagement in linguistic and social dimensions. Based on the results, the scale can be safely used to measure EFL learners' online reading engagement. Moreover, it is recommended that EFL teachers take measures to foster learners' linguistic and social engagement.