Akademik Veri Yönetim Sistemi
The 1st International Convention of Language and Applied Linguistics Studies, Ankara, Türkiye, 21 - 22 Ekim 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.