Metacognitive online reading and navigational strategies by science and technology university students
Reading has taken a new dimension, where students in higher institutions are consistently required to read massive amounts of online materials to gain knowledge, complete tasks and assignments. Hence, the ability to read online effectively is becoming increasingly important, as students need to u...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2017
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| Online Access: | http://journalarticle.ukm.my/11639/ http://journalarticle.ukm.my/11639/ http://journalarticle.ukm.my/11639/1/18864-57781-1-PB.pdf |
| Summary: | Reading has taken a new dimension, where students in higher institutions are consistently
required to read massive amounts of online materials to gain knowledge, complete tasks and
assignments. Hence, the ability to read online effectively is becoming increasingly important,
as students need to utilize, understand and respond to online materials. However, most
university undergraduates lack the ability to read effectively and critically. Therefore, the
present study examines university students’ metacognitive online reading strategies and
navigational strategies in reading English Science and Technology hypertexts for academic
purposes. Data were collected through an online survey among 55 Science and Technology
students in a public university situated in the east coast of peninsular Malaysia to identify the
most frequent metacognitive online reading strategies used by the students. The survey
revealed that students used problem-solving strategies the most followed by global and
support reading strategies. Out of the same sample, 12 students were purposively selected to
be a part of qualitative data collection on navigational strategies that was conducted through
individual screen recordings captured through a screen recording software. The software
recorded the on-screen activities while students were using an interactive reading system
named iREAD; Interactive Reading for Academic Disciplines. Based on the screen
recordings, it can be observed that students mostly used mixed overview strategies followed
by serial overview strategies, and serial navigational strategies when reading online materials.
The findings concluded the need to teach students metacognitive awareness in order to read
online materials successfully to make learning more efficient, meaningful and beneficial. |
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