Web Reading: ESL Learners' Perceptions and Strategy Use

This dissertation, "Web Reading: ESL Learners' Perceptions and Strategy Use" by Mui-ying, Cheung, 張梅英, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT The present study investigates ESL learners' perceptions of reading on the English Web and how they read for information. A questionnaire survey was conducted to the Secondary One Chinese learners of English in a Hong Kong secondary school. Eight respondents with high and low English proficiencies were asked to complete four web-based reading tasks. Their reading behaviour was videotaped with their verbal reports; semi-structured interviews and stimulated recalls were conducted afterwards. Comparisons between the two proficiency groups were made on their perceptions of reading on the English Web and their strategy use when completing the reading tasks. Results from the questionnaire survey show that most ESL learners in the study did not visit the English Web regularly. The more proficient learners browsed the Web to get information for their English homework and for interests, whereas the less proficient ones played Internet games. Most liked reading web pages with more information and graphics, but some found the English language an obstacle in their searches. The findings from the reading tasks show that both proficiency groups used similar reading skills, such as using keyword search, activating hyperlinks, skimming and scanning, intensive reading, predicting from non-textual clues, and making use of graphic and multi-media elements. However, the more proficient learners were more effective and efficient in completing the reading tasks. They read more intensively, relied less on iiigraphics, and attended more to meanings at the sentential and the textual levels. The less proficient learners skimmed and scanned more frequently, relied more on graphic tools, and decoded meanings mainly at the word level. Both groups found reading on the English Web useful to their ESL learning, but the less proficient learners were not confident of getting the target information because they found the English on the Web difficult. The findings were related to the major ESL and web-based reading theories for explanations. It was suggested more web-based reading activities could be included in the English Curriculum to expose learners to a wider range of authentic materials, and to help them develop the regular habit of reading on the English Web. More importantly, teacher guidance should be given on the selection of suitable websites, the design of appropriate reading tasks, the teaching of basic and advanced searching and reading skills, and the strengthening of learner's English language ability in promoting web-based reading. iv DOI: 10.5353/th_b2774188 Subjects: Internet in education - China - Hong Kong Reading (Secondary) - China - Hong Kong Junior high school students - China - Hong Kong - Attitudes