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

Sakhi Herwiana; Oikurema Purwati; Syafi’ul Anam

doi:10.2991/978-2-38476-120-3_11

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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_11 How 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.

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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: 978-2-38476-120-3
ISSN: 2352-5398
DOI: 10.2991/978-2-38476-120-3_11 How to use a DOI?
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

ris enw bib

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  -

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