Dr. Zahra Moharrer, Malaysia
With extensive propensity for using technology at educational contexts, Ministry of Education has employed electronic distance teaching and learning in some high schools. To solve the problems with the Internet connection, the electronic distance education center in Shiraz, Iran provided its students with interactive multimedia CD-ROMs. Therefore, these students experienced computer-based learning (CBL). The current study focused on potential diversity of metacognitive reading strategy use between two instructional modes, i.e. CBL and face-to-face (FTF) learning. A number of 236 high school seniors, studying English as a foreign language, were chosen from both contexts. As such, the demographic and Anderson’s (2003) Online Survey Of Reading Strategies (OSORS) questionnaires were used. To find out the influence of reading proficiency (RP) scores on the overall metacognitive reading strategy use, the students’ RP was also evaluated by using the standardized Test of English as a Foreign Language (TEFOL©). The results showed that the CBL students used global, problem solving and support reading strategies whereas the FTF students employed support, problem solving and global reading strategies. Moreover, although the mean score of RP in the CBL group was higher than that of the FTF group, it appeared that RP had no significant impact on the CBL or FTF overall reading strategy mean average scores. Findings would be discussed in the light of theoretical and practical implications.
The above abstract is a part of the article which was accepted at The International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR), 2-3 February 2017, Iran-Ahwaz.
