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Exploring International ESL Students’ On-Screen Reading Behaviors with Two Academic Reading Purposes

Chou, I-Chia
http://rave.ohiolink.edu/etdc/view?acc_num=osu1243965387

Abstract Details

2009, Doctor of Philosophy, Ohio State University, ED Teaching and Learning (Columbus campus).
This study explored international ESL graduate students’ on-screen reading behaviors in academic settings. Students’ on-screen reading preference, tendency, frequency and strategy were investigated and compared between two academic purposes: reading for course preparation and reading for writing papers. This study also examined possible factors affecting students’ on-screen reading behaviors, namely students’ perception of on-screen reading, computer familiarity and second language proficiency. The results showed that students had low preference and tendency toward reading academic texts on a computer screen. However, they spent more hours per week reading for academic purposes on a computer screen as comparing to reading for leisure purposes. They also were willing to read more pages on a computer screen for academic purposes than for leisure purposes. In addition, students reported using more general reading strategies when reading on a computer screen than technology-involved strategies. When comparing the students’ on-screen reading behaviors between the two purposes, the students did not differ in their preference and tendency toward on-screen reading. They, however, spent significantly longer hours on on-screen reading for writing papers than for course preparation. The students also were willing to read more pages on a computer screen for writing papers than for course preparation. In terms of strategy use, students reported using strategies more frequently when reading for writing papers than for course preparation. With regard to factors affecting students’ on-screen reading behaviors, students’ perceptions of on-screen reading had the strongest association with their on-screen reading behaviors.The second factor, students’ computer familiarity, did not seem to have a strong correlation with students’ on-screen reading behaviors. Finally, students’ second language proficiency seemed to weigh differently on their on-screen reading behaviors between the two reading purposes. Second language had a positive and significant correlation with their on-screen reading behaviors in the reading for writing papers condition, but not in reading for course preparation condition. The study also investigated students’ attitude toward reading for the two purposes. The students overall considered reading comprehension and understanding terminology as the most important values when reading for either academic purpose. However, using reading strategies and taking notes were reported as more important when reading for writing papers than for course preparation. Being able to share what they have read with others, on the other hand, was considered more important when reading for course preparation than for writing papers. Despite the different attitudes found between the two reading purposes, these differences did not seem to associate with the students’ on-screen reading behaviors. Understanding students’ on-screen reading behaviors and identifying factors affecting the behaviors may help educational practitioners better prepare international graduate students to read academic texts on a computer screen effectively. It is also important to remember that the findings of the current study need to be interpreted cautiously in consideration of the limitations of the study. Finally, this study suggested continuous research to examine students’ on-screen reading behaviors using different groups, contexts and research designs. Moreover, identifying other factors that may affect students’ on-screen reading is necessary for future research.
Dr. Alan R. Hirvela, PhD (Advisor)
Dr. Keiko Samimy, PhD (Committee Member)
Dr. Joe A. Gliem, PhD (Committee Member)
258 p.
Education; Language; Literacy; Technology
on-screen reading; ESL; graduate students; English for Academic Purposes; reading behaviors; L2 reading

Recommended Citations

Citations

  • Chou, I.-C. (2009). Exploring International ESL Students’ On-Screen Reading Behaviors with Two Academic Reading Purposes [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243965387

    APA Style (7th edition)

  • Chou, I-Chia. Exploring International ESL Students’ On-Screen Reading Behaviors with Two Academic Reading Purposes. 2009. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1243965387.

    MLA Style (8th edition)

  • Chou, I-Chia. "Exploring International ESL Students’ On-Screen Reading Behaviors with Two Academic Reading Purposes." Doctoral dissertation, Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243965387

    Chicago Manual of Style (17th edition)

osu1243965387
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© 2009, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.