WEB-BASED LEARNING MATERIAL FOR RAISING STUDENTS’ LEVELS OF AWARENESS AND USE OF READING STRATEGIES
DOI:
https://doi.org/10.20319/pijtel.2021.43.95110Keywords:
Reading Strategies, Awareness, Website, Reading, Learning Material, StudentsAbstract
Being active readers is beneficial to students’ academic success. To reach that, students need to understand what the reading strategies are, and how, when, and where to use them. Unfortunately, most of the students in ITK are not using the strategies effectively, which then hinders their comprehension of English texts. To help improve students' reading ability through the usage of reading strategies, this research proposed to develop a web-based learning material containing materials and exercises in using reading strategies in an academic reading activity. The development model of the e-learning material is following the 4-D model: define, design, develop, and dissemination. The data collected were in the form of feedbacks from peer-review (qualitative) and developmental testing (quantitative). The feedback from peer-review contained suggestions for the improvement of the website; the testing resulted in the score for the web. With the average score of 3.63 on the Likert scale, most students believed that this website would be able to help them become more familiar with the use of reading strategies in academic reading.
References
Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9). https://doi.org/10.1016/j.heliyon.2020.e04192
Abi, M., & Kömür, S. (2018). Tracing the Changes in Reading Scores and Learning Style Preferences through Reading Strategy Training. Eurasian Journal of Applied Linguistics, 4(2), 213–237. https://doi.org/10.32601/ejal.464121
Alyami, M., & Mohsen, M. A. (2019). The Use of a Reading Lexicon to Aid Contextual Vocabulary Acquisition by EFL Arab Learners. Journal of Psycholinguistic Research, 48(5), 1005–1023. https://doi.org/10.1007/s10936-019-09644-z
Armbrecht, J. (2018). An Investigation of the Reading Strategies Employed by College Students in Their Online Classes. https://scholarworks.unr.edu/bitstream/handle/11714/3372/Armbrecht_unr_0139D_12522.pdf?sequence=1&isAllowed=y
Brown, A., & Voltz, B. (2005). Elements of Effective e-Learning Design. The International Review of Research in Open and Distributed Learning, 6. https://doi.org/10.19173/irrodl.v6i1.217
Chumworatayee, T. (2017). The Effect of Reading Strategy Instruction on Thai EFL Adult Learners’ Reading Strategy Awareness. LEARN Journal: Language Education and Acquisition Research Network, 10(1), 135–148. https://files.eric.ed.gov/fulltext/EJ1229627.pdf
Ghirardini, B., & Organisation des Nations Unies pour l’alimentation et l’agriculture. (2011). E-learning methodologies: A guide for designing and developing e-learning courses. http://www.fao.org/3/i2516e/i2516e.pdf
Godwin-Jones, R. (2017). OER use in intermediate language instruction: A case study. In K. Borthwick, L. Bradley, & S. Thouësny (Eds.), CALL in a climate of change: Adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 128–134). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.701
Huang, H. (2014). Online Versus Paper-based Instruction: Comparing Two Strategy Training Modules for Improving Reading Comprehension. RELC Journal, 45(2), 165–180. https://doi.org/10.1177/0033688214534797
Iruvuri, S. (2020). Strategies: To Improve Effective Reading Skills. Language in India, 20(6), 1–6. http://www.languageinindia.com/june2020/drsirishareadingstrategies.pdf
Khatri, R. (2018). The Efficacy of Academic Reading Strategy Instruction among Adult English as an Additional Language Students: A Professional Development Opportunity through Action Research. TESL Canada Journal, 35(2), 78–103. https://doi.org/10.18806/tesl.v35i2.1291
Madjarov, I. (2016). Responsive Course Design—An Adaptive Approach to Designing Responsive m-Learning. 275–280. https://doi.org/10.5220/0005782802750280
Magnusson, C. G., Roe, A., & Blikstad-Balas, M. (2019). To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms. Reading Research Quarterly, 54(2), 187–212. https://doi.org/10.1002/rrq.231
Meral, M., Colak, E., & Genc, H. H. (2012). Realisation and Evaluation of the Web Based Instruction Courseware: Turkey Example. Procedia - Social and Behavioral Sciences, 47, 152–160. https://doi.org/10.1016/j.sbspro.2012.06.630
Mokhtari, K., Dimitrov, D. M., & Reichard, C. A. (2018). Revising the “Metacognitive Awareness of Reading Strategies Inventory” (MARSI) and Testing for Factorial Invariance. Studies in Second Language Learning and Teaching, 8(2), 219–246. https://doi.org/10.14746/ssllt.2018.8.2.3
Mutawa, A. M. (2017). EVALUATION OF BLENDED LEARNING IN HIGHER EDUCATION: A CASE STUDY. PEOPLE: International Journal of Social Sciences, 3(1), 881–889. https://doi.org/10.20319/pijss.2017.s31.881889
Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future Horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309-319. https://jolt.merlot.org/Vol11no2/Nguyen_0615.pdf
Ruiyang, W., & Yuan, Z. (2020). ON THE USE OF MODERN APPLICATIONS IN ENGLISH CLASS. PEOPLE: International Journal of Social Sciences, 6(1), 43–54. https://doi.org/10.20319/pijss.2020.614354
Seemiller, C., & Grace, M. (2017). Generation Z: Educating and Engaging the Next Generation of Students. About Campus, 22(3), 21–26. https://doi.org/10.1002/abc.21293
Sheikh, I., Soomro, K. A., & Hussain, N. (2019). Metacognitive Awareness of Reading Strategies, Reading Practices and Academic Attainments of University Students. Journal of Education and Educational Development, 6(1), 126–137. https://doi.org/10.22555/joeed.v6i1.2749
Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional Development for Teachers of Expectional Children Minneapolis’ Training. Leadership Training Institute / Special Education, University of Minnesota. https://files.eric.ed.gov/fulltext/ED090725.pdf
van Woerkum, C. (2012). The Active Reader: What is Active? Journal of Technical Writing & Communication, 42(3), 265–277. https://doi.org/10.2190/TW.42.3.e
Xiao Ying Zhang, Xue Wang, Ling Pan, & Yuan Cheng Chang. (2020). A Study of the Effects of Modes of Course Instruction on Students’ Learning Motivation and Outcomes. International Journal of Organizational Innovation, 13(1), 305–316.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 PUPIL: International Journal of Teaching, Education and Learning
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
