1. STRATEGY TRAINING FOR ON-LINE READING EFFECTS ON INTERNET READING SKILLS AND MOTIVATION Victoria Zenotz Antwerp, August 2010 Antwerp, August 2010

2. 2 First Part: Motivation and CALL First Part: Motivation and CALL Second Part: A proposal for developing on line reading: Strategic training Second Part: A proposal for developing on line reading: Strategic training Structure

3. 3 First Part: Motivation and CALL Theoretical context

4. 4 Motivation and L2 research Motivation and L2 research Motivation and CALL Motivation and CALL Motivation and computer reading Motivation and computer reading Theoretical context –Motivation and L2 research

5. 5 Motivation and L2 research The psycho-sociological approach The psycho-sociological approach The cognitive approach The cognitive approach New perspectives: New perspectives: L2 motivational self-system (Dörnyei, 2005) L2 motivational self-system (Dörnyei, 2005) Person-in-context relational view of motivation (Ushioda, 2009) Person-in-context relational view of motivation (Ushioda, 2009) Theoretical context – Motivation and L2 reserach

6. 6 Motivation and CALL Argument to defend CALL Argument to defend CALL The term “motivation” The term “motivation” Features of motivation research Features of motivation research Diversity of fields and tools Diversity of fields and tools Bidirectionality Bidirectionality Research till 1996 (Warschauer, 1996) Research till 1996 (Warschauer, 1996) Research since 1996 Research since 1996 Theoretical context – Motivation and CALL

7. 7 Motivation and computer reading Types of texts: Types of texts: Texts available through specific software to develop reading skills Texts available through specific software to develop reading skills Electronic texts (Hanson-Smith, 2003) on the Web Electronic texts (Hanson-Smith, 2003) on the Web Fields: Fields: Comparison of paper and computer reading Comparison of paper and computer reading Glosses Glosses Extensive reading Extensive reading Strategy instruction Strategy instruction Theoretical context – Motivation and computer reading

8. 8 Second Part: A proposal for developing on line reading: Strategic training Field work

9. 9 Research questions Research questions Context Context Methodology Methodology Training Training Results Results Conclusions Conclusions Field work –Contents

10. 10 Research questions 1. Does strategic training for on-line reading improve reading comprehension on the Internet? 2. Does strategic training for on-line reading improve motivation towards English learning? Field work – Research question

11. 11 Context Field work – Research design: sample Total sample 153 subjects Control: 48 Experimental: 95 All last course Nursing and Social Work students Sex Control: M 78% F 22% F 22% Experimental: M 92.3% F 7.7% F 7.7% Age Control: 21.6 years old Experimental: 22.2 years old

12. 12 CONTROLEXPERIMENTAL Initial reading tests: Paper, semi- linear & non-linear Initial surveys: motivation, ICT, linguistic & strategies Metacognitive activity On-line reading tasks Training 1 On-line reading tasks Training 2+Diary 1 On-line reading tasks Training 3+Diary 2 On-line reading tasks Training 4+Diary 3 Final tests (initial or similar) Final surveys (initial)

13. 13 Training design Previous sessions: Previous sessions: Initial Tests and Surveys Initial Tests and Surveys Metacognitive Activity Metacognitive Activity Session 1: Training 1 Session 1: Training 1 Session 2: Training 2+Diary 1 Session 2: Training 2+Diary 1 Session 3: Training 3+Diary 2 Session 3: Training 3+Diary 2 Session 4: Training 4+Diary 3 Session 4: Training 4+Diary 3 Subsequent sessions: Subsequent sessions: Final Tests and Surveys Final Tests and Surveys Field work – Training

14. 14 Training protocol Training 1 Training 1 Strategy 1: Using clues to predict Strategy 1: Using clues to predict Strategy 2: Activate previous knowledge Strategy 2: Activate previous knowledge Training 2 Training 2 Strategy 3: Observing text layout Strategy 3: Observing text layout Strategy 4: Setting a purpose Strategy 4: Setting a purpose Training 3 Training 3 Strategy 5: Guessing from context Strategy 5: Guessing from context Training 4 Training 4 Strategy 6: Critical reading Strategy 6: Critical reading Field work – Training

15. 15 An example: Training 4 Contextualisation (Activities 1.1, 1.2) Contextualisation (Activities 1.1, 1.2) Presentation: Strategy 6: Being critical (Activities 1.3.1) Presentation: Strategy 6: Being critical (Activities 1.3.1) Practice in any context (Activity 1.3.1) Practice in any context (Activity 1.3.1) Practice on the Internet: Protocol for critical web reading (Activity 1.3.2) Practice on the Internet: Protocol for critical web reading (Activity 1.3.2) Transfer and assessment (Strategy form and diary) Transfer and assessment (Strategy form and diary) Field work – Training

16. 16 Results Field work – Results

17. 17 Research question 1 Does strategic training for on-line reading improve reading comprehension on the Internet? Field work – Results

18. 18 Results in semi-linear reading Results in semi-linear reading InitialFinal Progression p Control19.1933.2814.03.00 Experimental13.9347.7834.00 Field work – Results

19. 19 Results in non linear reading Results in non linear reading InitialFinal Progression p Control30.5337.337.50.00 Experimental27.1452.3125.00 Field work – Results

20. 20 Research question 2 Does strategic training for on-line reading improve motivation towards English learning? Field work – Results

21. 21 Quantitative results in motivation towards L2 learning Quantitative results in motivation towards L2 learning InitialFinal Progression p Control3.603.73.12.21 Experimental3.913.93.01 Field work – Results

22. 22 Qualitative results in motivation obtained with diaries Qualitative results in motivation obtained with diaries Training usefulness Training usefulness Means: 3.46 Means: 3.46 Progression: -.06 Progression: -.06 Self-satisfaction with reading task Self-satisfaction with reading task Means: 3.41 Means: 3.41 Progression:.12 Progression:.12 Field work – Results

23. 23 Conclusions

24. 24 Effects on Internet reading and motivation Strategy training has a positive effect on Internet reading Strategy training has a positive effect on Internet reading There is improvement both in semi-linear and non linear reading There is improvement both in semi-linear and non linear reading Strategy training has no effect on motivation towards English learning Strategy training has no effect on motivation towards English learning Field work – Conclusions

25. 25 Results significance Our investigation is one of the first to do both the strategy reading training and the measuring of that training in an authentic Internet environment, using what Hanson- Smith (2003) considers “electronic texts”. Our investigation is one of the first to do both the strategy reading training and the measuring of that training in an authentic Internet environment, using what Hanson- Smith (2003) considers “electronic texts”. Field work – Conclusions

26. Dank U Thank you