Online Research Strategies of L2 Readers: Evaluating Strategic Competence through Mixed Methods

Autor/inn/en	Prichard, Caleb; Atkins, Andrew
Titel	Online Research Strategies of L2 Readers: Evaluating Strategic Competence through Mixed Methods
Quelle	In: Reading Matrix: An International Online Journal, 20 (2020) 1, S.84-100 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Student Research; Second Language Learning; Attention; Reading; Recall (Psychology); Reading Skills; Foreign Countries; Online Searching; Metacognition; Search Strategies; English (Second Language); Journal Articles; Undergraduate Students; Reading Strategies; Time; Eye Movements; Student Attitudes; Japan + Suchen Sie Ihr Suchwort? Studentenforschung; Zweitsprachenerwerb; Aufmerksamkeit; Leseprozess; Lesen; Abberufung; Reading skill; Lesefertigkeit; Ausland; Online-Recherche; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Suchstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Journal article; Zeitschriftenaufsatz; Reading strategy; Leselernstufe; Lesetechnik; Zeit; Augenbewegung; Schülerverhalten
Abstract	Researching from multiple-documents online is an essential activity, but it has generally been overlooked by second language (L2) educators. This study uses navigation tracking, eye tracking, a post-reading recall task, and interviews to examine the degree to which Japanese L2 readers maintain task awareness when researching online. Key reading variables analyzed were attention to relevant versus irrelevant pages and repeated versus novel content. Finally, the experiment analyzed the connection between the reading measures and post-reading recall scores. The findings suggest that the readers displayed moderate competence overall, but some participants lacked strategic competence. There was a significant correlation between reading relevant content and recall performance. The research has several implications for L2 instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01