The Development of the Inquiry Complexity Reading Strategy (ICRS) in Online Academic Reading

Abstract

The digital age requires relevant skills and strategies in online academic reading. Appropriate reading strategies and media are needed in academic reading. The lack of interactive teaching, learning strategies, and media has caused students' low critical and creative thinking skills in an online academic reading course. Inquiry and complexity-based learning with online tools can solve these problems. This study aims to develop an Inquiry Complexity Reading Strategy (ICRS) and test its feasibility and effectiveness in enhancing students' critical and creative thinking skills in academic reading. This study applied a Research and Development (R&D) method with ADDIE model. A set of questionnaires and observation data are used for product validity and product effectiveness analysis. The ICRS was very feasible, with expert validity of 95% and expert practicality of 93%. The effectiveness of the ICRS is proven. Therefore, it could be concluded that the ICRS could enhance students' critical and creative thinking skills and participation in an online academic reading course. The teaching and learning activities employing blogs, digital tools, and social media have increased student interaction and sharing of ideas. The limitation of this study is that students' characteristics do not significantly differ in achievement. The ICRS can be used as an alternative and reference to be applied by reading teachers in the EFL context.