Online Reading Strategy Use among CFL Learners

1. Online Reading Strategy Use among CFL Learners Presenters Yi-Lu Kuo & Pei-Shan Yu

2. Introduction • Online reading has become an issue for discussion in the educational field and more particularly in English as a second or foreign language (Uso-Juan & Ruiz-Madrid, 2009 ). • There are relatively fewer studies on Chinese online reading comprehension • theonline reading process of CFL readers is an important unexplored area in online reading research • Previous studies (Anderson 2003; Uzunboylu, 2005; Tanyeli, 2008) indicated that online English reading have positive effectson readers’ learning motivation, academic achievement and reading skills. • CFL learners?

3. Research Questions • a. What online reading strategies do CFL learners use in learning Chinese? • b. What are the differences of online reading strategies that CFL learners use in L1 and L2?

4. Online Survey of Reading Strategies (OSORS) • Anderson (2003) adapted Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS) to Online Survey of Reading Strategies (OSORS) • Examine ESL and EFL students’ different use of metacognitive online reading strategies. • OSORS: 1. Global Reading Strategies: intentional, carefully planned techniques by which learners monitor or manage their reading. 2. Problem Solving Strategies:the actions and procedures that readers use while working directly with the text. 3. Support Reading Strategies: the basic support mechanisms intended to aid the reader in comprehending the text.

5. Methods Participants • 17 advanced Chinese learners at Indiana University. • Age: 19-24 • Have learned Chinese for 3 years in the US and have been to China during summer. • Study and do internship in China after their college education.

6. Instrument1: OSORS • 37 items: 5-point Likert scale (1: never, 5: always). • Participants were asked to read each statement and circle the number that applies to their use of the reading strategy in both L1 and L2 contexts. • Participants didn’t need to do no. 35-37 in L1 online reading strategies. • 15-20min

7. Instrument 2: Think aloud protocol • The material is from current C401 textbook: 1,200 Chinese characters comprises written Chinese language, ancient Chinese texts and idioms. • 6 comprehension questions • 30-50 min

8. Instrument 3: Interview • Chinese online reading strategies, their similarities and differences of L1 and L2 strategy use of online reading • 20 minutes

9. Results – Research Question 1 a. What online reading strategies do CFL learners use in learning Chinese? Problem Solving Reading Strategies > Global Strategies > Support Reading Strategies The result is consistent with Anderson’s (2003). -EFL learners were more frequently used problem solving strategies during the online reading process.

10. Problem Solving Strategies YT: I always reads the Chinese text more than once. The first time reading helps me get the brief idea. I try to look up some examples or Chinese slangs during the second time reading. BN: A good Chinese reader is defined as a reader who read texts carefully and slowly OW :When I find dictionary cannot help me solve the problems, I usually slowly read the sentences several times.

11. Global Strategies • YT: He found that pre-reading questions help him understand the articles, but also restricts him to look for the specific answers • Furthermore, he thinks learning Chinese helps him understanding better about English articles that introducing Chinese culture DN:I tend to jump over a lot of words that I don’t know. In the short term it’s really helpful. If I need to look up every word that I don’t know that will take me a long time. Some people are more focus....oh I have to know every words in the sentence....I don’t do that I can just keep going. I think being able to use what you do know is helpful to understand what you read.

12. Support Reading Strategies FR: I will search in English and to see if I clear understand the concept in English because that is faster for me. But if I am searching.....like I need a Chinese definition, then I will definitely search that in Chinese like 百度一下 (Baidu) BY: during the think aloud protocols, he spent time on finding the original quote of the text.

13. Results- Research Question 2 b. What are the differences of online reading strategies that CFL learners use in L1 and L2? • The result is consitent with Tercanlioglu's (2004). • 42 paired samples t test + Benjamini & Hochberg’s (1995) False Discovery Rate procedure • Statistically significant at p<.05: Global (L1) vs. Support (L1), Support (L1) vs. Support (L2) > < >

14. Differences of online reading strategies use between L1 (English) and L2 (Chinese) Items of statistically significant(p<.05) • OW:difficulty checking which Chinese website is reliable. OW, TM, MT: for academic purpose, easier to underline the text and write down Pinyin, tone, and English translation. > > < < PT :easier to look up the vocabulary by copying and pasting the online text

15. References • Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3, 1-33. • Mokhtari, K. & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Development Education, 25(3), 2-10. • Oxford, R. & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and Instructional Issues. The Modern Language Journal, 73(4), 404-419. • Tercanlioglu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: Links to success. International Education Journal, 5(4), 562-570.

16. Questions?