The The Development of Online Reading Lesson by Using Metacognitive Strategies of Thai Undergraduate Students -
Article Sidebar
Main Article Content
Abstract
This study examined the development and determination of the efficiency of the online reading lesson by using metacognitive strategies and evaluated the achievements of the online reading lesson by using metacognitive strategies of Thai undergraduate students. Forty Thai undergraduate students who enrolled in English for Communication subject participated in the study for eight weeks. The research instruments employed six online reading lessons and exercises, an online reading lesson using metacognitive strategies tests, and the questionnaire on student’s satisfaction towards the online lesson. Quantitative data were analyzed by mean, standard deviation (S.D.), and t-test dependent. The results revealed that the efficiency of the online reading lesson met the assigned criteria 75/75 and the achievements of learning indicated that the student’s online reading abilities score obtained in the post-test after learning by online reading lesson were significantly higher than the pre-test at a .05 level of statistical significance. The students had high satisfaction towards online reading lesson because of their usefulness for their online reading.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
References
Mayer, R. E. Multimedia Learning: Are We Asking the Right Questions? Educational Psychologist. 32(1): 1-19, 1997, Available from: http://www.uky.edu/~gmswan3/544/mayer_1997.pdf.
Kymes, A. D. Investigation and Analysis of Online Reading Strategies. Dissertation (2007).
Coiro, J. Dobler., E. Exploring the online comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, (2007) 214-257.
Biancarosa, G., & Griffiths, G. G. Technology tools to support reading in the digital age. Future of Children, 22(2) (2012) 139-160.
McMahon, M.; Oliver, R. Teaching Metacognitive Regulation of Reading Comprehension in an On-line Environment. Edith Cowan University Research Online. ECU Publications Pre. 2011 (2003).
Leu, M., S. E. Hanser, and S. T. Knick. The human footprint in the west: A large-scale analysis of anthropogenic impacts. Ecological Applications 18(5) (2008) 1119-1139.
Grigg, N. & Mann, R. Promoting excellence: An international study into creating awareness of business excellency models”. The TQM Journal, 20(3) (2008). 233-248.
Kasemsap, B., & Lee, H. Y. H. L2 reading in Thailand: Vocational college students’ application of reading strategies to their reading of English texts. The Reading Matrix Journal, 15(2) (2015) 101-117.
Deschacht, N., & Goeman, K. The effect of blended learning on course persistence and performance of adult learners: A difference-in-differences analysis. Computers & Education, 87, (2015) 83–89.
Spanjers, I., Könings, K. D., Leppink, J., Verstegen, D., Jong, N., Czabanowska, K., & Merriënboer, J. The promised land of blended learning: Quizzes as a moderator. Educational Research (2015) 59–74.
Abdul Wahab, N., Othman, J., & Warris, S. N. Blended learning in higher education: An overview. e-Academia Journal UiTMT, 5(2) (2016) 115–122.
Dumford, A. D., & Miller, A. L. Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3) (2018) 452–465,
Broadbent, J., & Poon, W. L. L. Self-regulated learning strategies & academic achievement in online higher education learning environments: An Internet and Higher Education, 27 (2015) 1–13.
Goradia, T., & Bugarcic, A. A social cognitive view of self-regulated learning within online environment. Advances in Integrative Medicine., 4(1) (2017) 5–6.
Cho, M. H., & Heron, M. L. Self-regulated learning: The role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36(1) (2015) 80–99, Available from: https://doi.org/10.1080/01587919.2015.1019963.
Anthonysamy, L., Koo, A-C., Hew, S.-H. Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one-decade review. Education and Information Technologies, 1–28 (2020) 10.1007/s10639-020-10134-2.
Lilian A, Ah-Choo K, Soon-Hin H. Investigating self-regulated learning strategies for digital learning relevancy. Malaysian Journal of Learning and Instruction. (2021) 18(1):29–64.
Farahian, M., & Farshid, M. A reader response approach to reading: Does it have an effect on metacognitive reading strategies? Modern Journal of LanguageTeaching Methods, 4(1) (2014) 371–383.
Leu, D. J., Kinzer, C. K. Effective reading instruction: K-8 (2nd ed.) Columbus, OH: Merrill, 1991.
Perfetti, C. A., Landi, N., & Oakhill, J. The acquisition of reading comprehension skill. In M. J. Snowling, & C. Hulme (Eds.), The science of reading: A handbook 227–247. Oxford: Blackwell, 2005.
Breznitz Zvia. Fluency in Reading Synchronization of Processes. Lawrence Erlbaum Associates, Publishers Mahwah, New Jersey. London, 2006.
Burmeister, Low E. Improving Speed of Comprehension in Reading Strategies of Secondary School Teaching. Massachusetts: Addison Wesley, 1974.
Nunan, D. Important tasks of English education: Asia-wide and beyond. Asian EFL Journal, (2005) 7(3).
Dole, J. A. Duffy, G. G., Roehler, L. R., and Pearson, D. D. Moving from the old to the new: research on reading comprehension instruction. Review of Educational Research 61, 1991.
Stanovich, K.E. Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, (1980) 16, 32-71.
Barchers, S. Teaching Reading from Process to Practice. USA: R.R Donnelly & Sonns, 1998.
Block, E. L. See how they Read: Comprehension Monitoring of L1 and L2 Readers. TESOL Quarterly 26 (1992) 2:319-43
Peplow, D., Carter, R. Stylistics and real readers. In: Burke, M (ed.) The Routledge Handbook of Stylistics. London: Routledge, (2014) 440–454.
Nachmias, R. G., A. Needle in a hyperstack: Searching for information on the World Wide Web. Journal of Research on Technology in Education, 34 (2002) 475-486.
Eagleton, M., Guinee, K., & Langlais, K. Teaching Internet literacy strategies: The hero inquiry project. Voices from the Middle, 10(3) (2003) 28-35.
Ciampa, K. Reading in the Digital Age: Using Electronic Books as a Teaching Tool for Beginning Readers. Canadian Journal of Learning and Technology, (2012) 38(2).
Cubukcu, F. Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research,18(1) (2008)1-11.
Connell, D. A Phenomenological Study: Explicit Metacognition Instruction in the AVID Program (Doctoral dissertation). The Faculty of the College of Graduate Studies. Lamar University, 2015.
Phongkan Puwiphadawat. Teaching techniques for English Reading at the Secondary Level. Teaching materials for the course 058488. Secondary Education Department, Faculty of Education Chiang Mai University, 1997. (In Thai).
Sitipragan K,, Chantarangul V., and Thongsai., P. Student’s Achievement on Advanced Reading Through Online Lessons. (Research Report). Rajamangala University of Technology Srivijaya Nakhon Si Thammarat Campus, 2019. (In Thai).
Cigdem. C., & Tirkes, G. Open-source learning management systems in e-learning and Moodle. In IEEE EDUCON 2010 Conference (2010) 593-600.
Hall, B. New Technology Definitions, (2003), Available from: http/brandonhall.com/public/glossary.
Liu, Y., & Feng, H. An empirical study on the relationship between metacognitive strategies and online-learning behavior & test achievements. Journal of Language Teaching and Research, 2(1) (2011) 183-187.
Brahmawong, C. Developmental testing of media and instructional package. Silpakorn Education Research Journal. 5(1) (2013) 1 -20. (In Thai).