JONGYUN LIM (THE UNIVERSITY OF AUCKLAND)

THE IMPACT OF ONLINE VIDEOCONFERENCING RT PROCEDURE ON KOREAN ADOLESCENT EFL STUDENTS’ (META)COGNITIVE READING STRATEGY DEVELOPMENT : DIGITAL LITERACIES/LANGUAGE LEARNING AND TECHNOLOGY

Online language learning has gained popularity over the past decade. However, there is a dearth of research exploring how young L2 readers develop reading strategies in online learning environments. The exploratory case study was adopted in this study to investigate the effects of the online reciprocal teaching method (RT) on (meta)cognitive reading strategy usage and the advancement of learned reading strategies over time. Thirteen Korean EFL students (15 years old) participated in fifteen RT lessons. Nine focus students who met the selection criteria were selected for this case study. During online RT classes, students practised five strategies (previewing, predicting, clarifying, questioning, and summarising), which were discussed during the following discussion sessions. To measure the change in perceived (meta)cognitive reading strategy usage, the metacognitive awareness of reading comprehension strategies (MARSI) survey was collected before and after the study. Mean scores of both time frames were calculated and compared for data analysis. In addition, the five strategies students completed and shared in the earlier and later periods of the study were gathered to explore the development of learned strategies. The collected data were evaluated using a rubric. The results revealed that most students, except for two, used (meta)cognitive reading strategies more frequently (especially global and problem-solving strategies) after the RT study. Also, it was found that students could gradually acquire learned strategies as classes continued. This study may shed light on young learners’ perceived reading process and reading strategy acquisition in online learning environments.

Jongyun Danny Lim is a PhD candidate in Applied Linguistics at the University of Auckland. He has taught English to secondary school students for more than ten years. His research interests include computer-assisted language learning, online language learning, reading comprehension, language learning engagement, and heritage language maintenance.