Professional Documents
Culture Documents
IST 520
April 7, 2018
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TEAM 4 – CRITICAL ANALYSIS
Introduction
Study of Strategy Use” attempts to describe what strategies language learners uses
serve as a basis for other research. Tsan Jui-Cheng (2016) quantitatively studied
what strategies language learners employed most and least when engaging in online
reading in the target language. The learning theories studied were behaviorism and
1. What strategies will an online language learner use for reading target
language material?
reading strategies?
language learners when reading the target language online. Determining which
strategies were used most often would help language educators support or scaffold
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The researchers were neutral and allowed for all types of online reading
activities which were “broadly defined including but not limited to reading,
online reading was not delineated to any particular kind of reading materials or for
any specific reading goals or purposes. Participation in the survey was voluntary.
Research Procedure
created by Mokhtari and Sheorey (2001), and modified by Anderson (2003). In its
and was employed for this study. The OSORS was structured to quantify each
language learner’s assessment of their own reading strategy using a Likert Scale.
Employing a Likert Scale survey provided a method for summarizing a large data set
in simple terms. The reliability of the OSORS is implied by a Cronbach alpha of.92
which indicates that the questionnaire is a sound method for determining what the
Slavic, and Spanish and Portuguese languages. Random selection eliminates any
included: gender, age, hours per week spent online reading foreign language
proficiency, and the foreign language studied. Study participants were mostly males
learning Japanese.
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Research subjects were recruited in a replicable manner, however allowing
subjects to choose the study could introduce a bias, as will be discussed below.
Additionally, the gender bias of males over females could influence results as will be
discussed below.
Research Results
variance (ANOVA), and Chi-square. The Statistical Package for the Social Science
(SPSS) was used for data analysis: paired-samples T-tests for analysis of the most
and least used strategies; and one-way ANOVA for analysis into the frequencies of
the strategies used. Results highlighted that study participants did employ some
online strategies more than others (p<0.001), but those different strategies were
Discussion of Results
used for online reading such as utilizing context clues, adjusting reading speed, and
proficiency level and the type of strategy used by language learners was found. This
study found five “usual” or “almost always” used strategies by language learners:
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4. When distracted, take corrective measures such as adjusting reading speed.
The strategies highlighted in this study as used most often by language learners are
Results of this study indicate that participants were less likely to use strategies
such as think-aloud (reading aloud or asking questions aloud), and live chatting.
This could have been be due to participants not relating the chat as an enhancement
there were issues with the study that should be discussed: language proficiency
2. The study did not include self reported novice language learners, there were
no “beginners”.
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TEAM 4 – CRITICAL ANALYSIS
It is possible that some of the survey participants were beginners but did not
cannot be determined for any level. As with all survey takers self-identifying at a
language learners employed most and least often was lost. Therefore, there was a
limit in generalizing the results of the survey to all language learning levels.
Providing a standardized test that all participants took in order to determine what
their true level of language proficiency was could have divided the study
Second, this study had a fairly small sample size. At only 32 participants, the
potential for false positives was magnified. Increasing the sample size could have
Third, 69% of the study participants were male. According to a 2015 Brookings
Institute report, males are less proficient in reading abilities than females, a trend
seen across the country and internationally as well (Brookings, 2015). Because
males are less proficient, use of reading strategies will be different from those of
females. Gender differences were not highlighted or discussed as part of the study,
but must be considered especially since more study participants were male. Having
an equal number of male and female participants could have alleviated this bias, as
Last, the researcher used the OSORS to determine which strategies the subjects
used most often. In the OSORS, reading strategies were already identified and
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supplied to the participants, and study participants could not include others than
the ones supplied. This could limit the study’s assessment into the most and least
used strategies if participants could not add to the list of strategies assessed.
Summary
This study of the strategies used for online reading suggested that there were
specific online reading strategies (context clues, what to read and what to ignore,
adjusting one’s own reading speed), that foreign language learners tended to use
significantly more than other strategies (live chats, printing out online texts, taking
The study had limitations that hindered generalizations, such as lack of foreign
language proficiency, increased sample size, separation of female and male strategy
use, and allowing participants to include other strategies within the assessment tool.
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Resources
Loveless, T. (2015). How Well are American Students Learning? The 2015 Brown
https://www.brookings.edu/wp-content/uploads/2016/06/2015-Brown-
Center-Report_FINAL-3.pdf
Mokhtari, K., & Sheorey, R. (2001). Measuring ESL students’ awareness of reading
http://www.irrodl.org/index.php/irrodl/article/view/2602
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based