Investigating the Metacognitive Online Reading Strategies employed by Iraqi EFL Undergraduate Students

Abstract

This study aims to investigate the use of metacognitive online reading strategies among Iraqi students. The research seeks to answer the following research questions: (i) What are the metacognitive online reading strategies of Iraqi fourth year undergraduate students when they read online academic text? (ii) What are the difficulties faced by Iraqi fourth year undergraduates when they read online academic text?. Using a quantitative approach, the study deployed questionnaires which were administered on 50 fourth year students of Al-Salam University College, Baghdad Iraq. The response of the metacognitive online reading strategies among the students was assessed differently. The students adopt online dictionaries, reading e-books and online journal articles are some of the ways to increase the students' reading ability and enhance online reading among English as foreign language (EFL) students from Iraq. The researcher analyzed students metacognitive reading strategies usage and their problems. Based on the quantitative analysis of the students' responses to the SORS questionnaire, the students showed that problem-solving reading strategies (µ=3.59) is the most frequently used strategy followed by support reading strategies (µ=3.49) and global reading strategies (µ=3.42). All these identified themes provide and help the students to improve their reading skills. The researcher recommends that future research examine other reading strategies with online or even print text. Moreover, reading strategies should be taught to English as foreign language (EFL) students. Introduction Modern learning environment revolve around the use of digital and online tools for education and English language acquisition. The proficiency and strategies for comprehend and critically analyze information on the Internet plays a crucial role in students' achievement. Existing study has examine the metacognitive online reading strategies undergraduate learners of English as a foreign language (EFL), who use different strategies in their reading (Mesgar et al., 2012). It is necessary to consider metacognitive online reading among Iraqi-Arab EFL students. In computer based-reading, it may be most useful from navigational aspect of hypertext which focuses on the " broader dispositions and foundational metacognitive skills that people bring to reading and learning in hypertext in order to recognize the features of reading in certain environment " (McEneaney, 2003, p. 6). Many Arab learners face various problems with online reading, because of the lack of background knowledge on how to deal with the reading materials. Unfortunately, in education, reading is regarded as the most essential skill for acquiring knowledge and gathering information for academic achievement and research (Alfassi, 2004; Wei, 2005) Therefore, mastering online reading skills can enhance learners' reading ability, increase their reading process and assist them in comprehending many difficult online texts (Noor et al., 2011).