Metacognitive Online Reading Strategies among Pre-Service EFL Teachers in Indonesia
pp. 151-164 | Published Online: May 2018 | DOI: 10.22521/edupij.2018.72.5
The study aimed to establish the metacognitive online reading strategies used by pre-service EFL teachers and to describe their experiences in employing the strategies. This mixed-methods study employed 65 participants (n = 65). The data were collected by using Online Survey of Reading Strategies (OSORS), as developed by Anderson (2003), and through a semi-structured interview. The findings showed that the subscale Global Reading Strategies (GLOB) was employed most frequently, followed by Problem Solving Strategies (SOLV) and then Support Strategies (SUPP). The most frequent levels of strategies included guessing the contents, scrolling through the texts, associating schemata and current information, using context clues, using tables or pictures, pausing and thinking about the contents, using printed texts, and translating the contents into Indonesian. The interview also reported that the strategies employed were focusing on simplified texts, focusing on colorful texts, translating texts into Indonesian, reading for fun, and utilizing schemata. In short, various strategies can be employed to comprehend and increase better understanding of the online texts.
Keywords: metacognition, online reading strategies, English as a foreign languageReferences
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