EFL reading strategies and their instruction on e-learning : Toward the construction of an instructional model

本研究调查了大学英语学习者在网络学习环境下的阅读行为和策略，并提出了一个适合网络学习环境的阅读策略教学模式。首先，我们研究了他们的词汇学习行为，这是有效的外语阅读必不可少的。本研究的主要发现是：（1）网络学习环境中存在独特的学习策略，但（2）EFL学习者倾向于将他们的学习行为从纸笔环境迁移到网络学习环境中，而不做任何修改。这些结果表明，在使用计算机学习英语时，词汇学习策略的指导是必要的。其次，我们在网络上开发了自己的阅读网站，并在该网站上对大学生的阅读行为和策略进行了调查。在关西大学工学部。本研究的主要发现是：（1）网络学习环境中存在独特的认知（阅读）策略，但（2）部分英语学习者缺乏这些策略。元认知策略和元认知知识的使用对学习活动的维持非常重要; 4）外语学习者普遍缺乏元认知策略和元认知知识。这些发现表明，在实施阅读策略教学的同时，还需要培养学生的元认知能力。基于这些发现，我们提供了一个策略教学模式，专门为电子学习环境。

This research had investigated the reading behavior and strategies of college EFL students on e-learning, and provided a model for reading strategy instruction specifically tailored to the e-learning environments. First, we examined their vocabulary learning behavior, which is essential for effective reading in a foreign language. The major findings in the study are 1) there existed strategies unique to the e-learning environment, but 2) EFL learners tended to transfer their learning behavior form the paper-pencil environment to the e-learning environment without any modifications. These results indicate vocabulary learning strategy instruction is needed when they study EFL with computers. Second, we developed our original reading web site on the Internet and examined college EFL students' reading behavior and strategies on it. The web site was on the CEAS, an LMS developed by the Fuyui Research Lab. at the Faculty of Engineering, Kansai University. The major findings in this study are 1) there existed cognitive (reading) strategies unique to the e-learning environment, but 2) some EFL learners are lacking in the repertoire of the strategies. Also found are 3) the use of metacognitive strategies and knowledge is highly important for the maintenance of learning activities, and 4) EFL learner are generally lacking in the metacognitive strategies and knowledge. These findings indicate that we need to implement the reading strategy instruction as well as the development of metacognition. Based on these findings, we provided a strategy instructional model specifically tailored to the e-learning environments.