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Online Second Language Reading – Metacognitive Strategies Used by Native Speakers of English
PROCEEDINGS

, Teachers College, Columbia University, United States

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The proposed project is aimed to investigate and present the results of how native speakers of English use metacognitive strategies when doing online reading in their second language. Previous research (Anderson, 2003; Coiro, 2007; Leu et al., 1982) has revealed that when learning in the online environment, because of the relatively higher level of autonomy and self-control that learners can appreciate than in the traditional classroom, students’ metacognitive skills play a more important role in determining their learning outcomes. Therefore, by identifying what metacognitive strategies that native speakers of English learning a second language would use in reading online materials, it is hoped to help second language teachers better design their online or technology-enhanced language courses and help second language users utilize the abundant online language learning resources to their best extent.

Citation

Cheng, T.J. (2013). Online Second Language Reading – Metacognitive Strategies Used by Native Speakers of English. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 149-152). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 11, 2019 from .

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