The 1st International Convention of Language and Applied Linguistics Studies, Ankara, Turkey, 21 - 22 October 2022
Technology has brought great changes to our reading habits and the traditional notion of “reading literacy” has been expanded in the meaning encompassing knowledge of “digital reading” as well. Factors such as the prevalent use of the internet with mobile devices, abundant opportunities for second language reading, and easy access to digital sources have resulted increased number of ESL/efl students reading online materials, which called for new reading strategies for online reading such as locating, analyzing, synthesizing and evaluating. Identification of these strategies depending on different independent variables would deepen our understanding of how learners construct meaning and achieve their reading goals in a second language in an online environment. Therefore, this research aimed to explore online reading strategies of language teacher candidates in relation to their gender and grade levels. 151 participants (prep, first year, second year and third year students) studying at English Language Teaching program participated to study. All participants were asked to fill in the “Second Language Online Reading Strategy Inventory” developed and validated by Li, 2020. Statistical analysis showed significant differences among different levels of study in “synthesizing, evaluating, communicating” strategies. The analysis also revealed significant difference in “saving” strategy among male and female participants, showing female participants tend to save more digital reading sources than their male peers do.