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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 31:1 (2018) ► pp.94–123

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A learner-based approach of applying online reading to improve learner autonomy and lexical knowledge

 | Hong Kong Baptist University
Published online: 27 August 2018
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https://doi.org/10.1075/resla.15071.ten
Abstract
This study investigated a learner-based approach of applying online reading to improve learner autonomy and lexical knowledge. Learner autonomy was operationalized as learners’ self-initiation and self-regulation. A total of 90 students at a Chinese university were divided equally into three groups. Participants in the Experimental Group One (EG1) read online after receiving a package of nine hourly sessions in metacognitive strategy training. Participants in the Experimental Group Two (EG2) read online without receiving any strategy training. Participants in the Control Group (CG) only read printed versions of the target materials. Students in the EG1 outperformed those in the other two groups in terms of their ability to plan, monitor, and evaluate reading. Planning became the most exercised skill, followed by evaluating and monitoring. A significant difference between EG2 and CG with respect to their abilities was not detected. Students in the EG1 also improved the most in lexical knowledge, and although students in the EG2 showed higher lexical knowledge scores than those in the CG, the difference was not significant. In addition, improvements in lexical knowledge were maintained best by EG1 on a delayed test. Overall, this study suggests that providing students with metacognitive strategy training for online reading is an effective approach.
Resumen
Este estudio analiza un enfoque centrado en el alumno basado en la aplicación de la lectura en línea para potenciar la autonomía del alumno y aumentar su conocimiento léxico. La autonomía del estudiante se define en términos de su propia iniciación y regulación. Se dividió a un total de 90 estudiantes de una universidad china en tres grupos iguales. Los participantes del Grupo Experimental Uno (EG1) leyeron en línea, tras recibir 9 sesiones de una hora de duración de prácticas de estrategias metacognitivas. Los participantes del Grupo Experimental Dos (EG2) leyeron en línea sin haber realizado previamente ninguna práctica de estrategias. Los participantes del Grupo de Control (CG) sólo leyeron las versiones impresas de los materiales meta. Los estudiantes del grupo EG1 superaron a los de los otros dos grupos en su capacidad de planificar, monitorizar y evaluar la lectura. La planificación se convirtió en la habilidad más ejercitada, seguida de la evaluación y la monitorización. No se detectó ninguna diferencia significativa respecto a estas habilidades entre los grupos EG2 y CG. Los estudiantes del grupo EG1 fueron también los que más aumentaron su conocimiento léxico y, aunque los estudiantes del grupo EG2 alcanzaron puntuaciones más altas en conocimiento léxico que los del grupo CG, la diferencia no fue significativa. Además, los avances en conocimiento léxico se mantuvieron mejor por parte de EG1 en una prueba posterior. En general, este estudio sugiere que proporcionar a los estudiantes prácticas de estrategias metacognitivas para la lectura en línea es un enfoque efectivo.
Article outline
  • 1.Introduction
    • 1.1Approaches to developing LA
    • 1.2Approaches to improving lexical knowledge
    • 1.3Online reading
    • 1.4The present study
  • 2.Method
    • 2.1Participants
    • 2.2Software for online reading
    • 2.3Target items
    • 2.4Materials
      • 2.4.1Training package
      • 2.4.2Instruments
        • 2.4.2.1Questionnaire
        • 2.4.2.2Pre-and post-program tests
        • 2.4.2.3Group interview
        • 2.4.2.4Delayed tests
        • 2.4.2.5Procedures
  • 3.Results
  • 4.Discussion and conclusion
    • 4.1Metacognitive strategies training
    • 4.2Enhanced LA
    • 4.3Enhanced lexical knowledge
    • 4.4Applying online reading
  • Acknowledgements
  • Note
  • References
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