| dc.description.abstract | In learning English, reading academic text has an important role to play in mastering this language. Students specifically EFL students must have strategies that can help them understand the academic text especially while online which is mostly used nowadays. This research conducted to describe metacognitive strategies in reading online academic text for EFL students. The researcher have two research questions. (1) How is metacognitive strategies used by EFL students in reading online academic text? (2) How do students implement the metacognitive strategies in reading online academic text?. This mixed methods study involved seventy-seven in seventh-semester students majoring in English Education Department of a private university in Malang. These students were selected because they are EFL learners who read online academic text frequently, since they were completing their thesis. The data were gathered through Online Survey of Reading Strategies (OSORS) and interview as the instruments of the research. The data of questionnaire was analyzed using Microsoft Excel, while the interview data were analyzed using content analysis.
The results of this study showed that problem-solving strategies are the most employed strategies for EFL students during reading academic text online. Moreover, based on the interviews of the three students, every students employs metacognitive strategies in a distinct way. For instance, one of the students who received the highest score on the use of global strategies and who interviewed stated that she reads academic text online directly to the main ideas she wanted. Then, one of the other student who scored high in applying the problem-solving strategies revealed that she paced and repeated readings. And the last student who was found to use support strategies and who interviewed claimed she tended to use tools such as online dictionaries. These strategies are beneficial for EFL students’ online academic text reading comprehension and appropriate strategy for online learning systems. The findings also provide evidence that strategies for reading academic text online are important. An investigation on this issue involving a wider range of participants and across proficiency levels is expected for future research.
Keywords: EFL Students, Metacognitive Strategies, Academic Text Online, Online Reading | en_US |
