NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1154745
Record Type: Journal
Publication Date: 2017-Sep
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1533-242X
A Study of ESL Students' Perceptions of Their Digital Reading
Gilbert, John
Reading Matrix: An International Online Journal, v17 n2 p179-195 Sep 2017
While research has increasingly been focused on second language reading, it has primarily been centered on how the learner interacts and decodes printed text. However, there has been minimal research conducted on how the English language learner processes web text, navigates the Internet, or evaluates and comprehends what he/she is reading through the use of digital literacy skills. The intention of this study was to gain insight into the online reading strategies of English language learners in order to explore if there was a need for the English as a Second Language (ESL) profession to teach digital literacy in the language classroom. The present study examines the metacognitive online reading strategies of intermediate and upper intermediate ESL students. Data were drawn from the researcher's observation notes, interviews with the participants, group discussions, and participant journals. The research methodology for the study was interpretive and qualitative. The findings suggest that language learners engage in characteristically different reading practices and strategies when reading web text and that there is a need for digital literacy skills to be taught in conjunction with the development of traditional literacy skills in the target language.
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia
Grant or Contract Numbers: N/A