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Report
Online Reading Strategy Use
among CFL Learners
PRESENTERS
YI-LU KUO & PEI-SHAN YU
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
• the online 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
effects on readers’ learning motivation, academic
achievement and reading skills.
•
CFL learners?
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?
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.
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.
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
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
Instrument 3: Interview
• Chinese online reading strategies, their similarities
and differences of L1 and L2 strategy use of online
reading
• 20 minutes
Results – Research Question 1
a. What online reading strategies do CFL learners
use in learning Chinese?
Chinese
L2 (Global)
L2 (Problem)
L2 (Support)
Average
3.56
3.75
3.29
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.
YT: I alwaysBN:
reads
the Chinese text
A good
OWmore
:When
than
I find
once.
dictionary
Thereader
firstcannot
time
Chinese
is help
me reading
solve thehelps
problems,
me getas
I the
usually
briefslowly
idea. I
defined
a reader
read
trythe
to sentences
look up
some
several
examples
times. or
who
read
texts
Chinese slangs
duringand
the second
carefully
time reading.
slowly
Problem Solving Strategies
Category No
15
Problem
Solving 9
Strategies
Strategy
When online text becomes difficult, I pay
closer attention to what I am reading
I try to get back on track when I lose
concentration
11 I adjust my reading speed according to
what I am reading online
7 I read slowly and carefully to make sure I
understand what I am reading online
Mean
4.35
4.23
4.23
4.11
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
DN:I tend to jump over a lot of words that I don’t know. In the
about English articles that introducing Chinese culture
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
words in the sentence....I don’t do
Categoryfocus....oh
No I have to know everyStrategy
Mean
that I can just keep going. I think being able to use what you do
18is helpful
I usetocontext
clues
to you
helpread.
me better
4.5
know
understand
what
Global
Strategies
understand what I am reading online
3 I think about what I already know to help
me understand what I read online
4.29
Support Reading Strategies
FR: I will search in English and to see if I
clear understand the concept in English
BY:ifduring
because that is faster for me. But
I am the think
aloud protocols, he spent
searching.....like I need a Chinese
time onthat
finding the
definition, then I will definitely search
original quote of the text.
in Chinese like 百度一下 (Baidu)
Category No
Strategy
Support
13 I use reference materials ( e.g., an online
Reading
dictionary) to help me understand what I
Strategies
read online
Mean
5
Results- Research Question 2
b. What are the differences of online reading
strategies that CFL learners use in L1 and L2?
L1:
English
L2:
Chinese
Global
(L1)
average
3.80
Global
(L2)
>
3.56
Problemsolving
(L1)
3.87
Problemsolving
(L2)
>
3.75
Support
(L1)
2.63
Support
(L2)
<
3.29
Total
(L1)
3.43
Total
(L2)
3.53
• 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)
Differences of online reading strategies use
between L1 (English) and L2 (Chinese)
Items of statistically significant (p<.05)
Category
No
OW:
difficulty checking whichL1
ChineseL2
Strategy
website is reliable.
Mean Mean
OW, TM, MT: for academic
purpose,
easier to 33
underline
the
Problem
Distinguish
between fact and opinion
text and
write down Pinyin, tone,
Solving
34 Look for sites that cover both sides of an
and English translation.
Support
10
13
issue.
Print out a hard copy and then underline or
circle information
Use reference materials (e.g., an online
dictionary)
3.7
>3.76
>2.82
2.5
< 3.5
2.12
<5
4.76
PT : easier to look up the vocabulary by
copying and pasting the online text
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.
Questions?

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