Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023)

<Previous Article In Volume
Next Article In Volume>

Self-Regulated Learning Strategies of Academic-Digital Reading Comprehension: A Narrative Inquiry

Authors
Sakhi Herwiana1, 2, *, Oikurema Purwati1, Syafi’ul Anam1
1Universitas Negeri Surabaya, Surabaya, Indonesia
2Universitas Hasyim Asy’ari Tebuireng Jombang, Jombang, Indonesia
*Corresponding author. Email: sakhi.21032@mhs.unesa.ac.id Email: herwianas@yahoo.com
Corresponding Author
Sakhi Herwiana
Available Online 28 September 2023.
DOI
10.2991/978-2-38476-120-3_11How to use a DOI?
Keywords
Digital reading; Online reading; Reading strategies; Reading Comprehension; Self-regulated Learning; Self-regulated learning Strategies
Abstract

Numerous studies have investigated self-regulated learning (SRL) strategies and reading comprehension in L2/ foreign language contexts. Nevertheless, limited attention of research has been concentrated on an online reading test. Reading strategies on the computer screen is different from printed paper, especially for test purposes. Students need to regulate their learning process in digital mode and manage their time to read the text. This study aims to find out how EFL students use their SRL strategies to achieve higher scores in reading comprehension on online tests. This present study uses a narrative inquiry of qualitative research approaches. The participants who passed the examination were selected based on the highest test scores of TEP (Test of English Proficiency) which was held by the doctoral program at a state university in Indonesia. The test materials of TEP are similar to TOEFL. The findings provide cognitive, metacognitive, and motivational strategies that may help EFL students achieve higher scores in online reading tests.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
28 September 2023
ISBN
10.2991/978-2-38476-120-3_11
ISSN
2352-5398
DOI
10.2991/978-2-38476-120-3_11How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Sakhi Herwiana
AU  - Oikurema Purwati
AU  - Syafi’ul Anam
PY  - 2023
DA  - 2023/09/28
TI  - Self-Regulated Learning Strategies of Academic-Digital Reading Comprehension: A Narrative Inquiry
BT  - Proceedings of the 4th International Conference on English Language Teaching (ICON-ELT 2023)
PB  - Atlantis Press
SP  - 106
EP  - 118
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-120-3_11
DO  - 10.2991/978-2-38476-120-3_11
ID  - Herwiana2023
ER  -