An investigation on employment of interactive technological tools to comprehend online reading texts

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2 Citations (Scopus)

Abstract

In the new millennium, there is tremendous impact of technology on teaching and learning to the extent that the teachers' role has become that of facilitators, whilst students are expected to be active learners who process information from a variety of sources. One of the impacts of technology is on reading. Students do not just read printed materials, but they also spend a large amount of time reading online texts. With the increasing amount of time spent reading electronic media, it is relevant to examine how students interact with online texts using technological tools available. Therefore, the present study reports on how students at tertiary level used interactive technological tools, namely, Annotation tools and My Notes, which form part of a system, aptly named as the Interactive English Language Literacy System (i-ELLS). This system is designed based on identified reading strategies of second language learners (L2) at tertiary level. The findings revealed that the Annotation tools help students processed information and enhanced understanding in a systematic way, for instance, by allowing the reader to insert prompts and questions within the text itself. My Notes tool is useful because it allows students to make personal notes about the reading materials and even share all or portions of their notes with other readers. Furthermore, the students appear to be more reflective as they are more active in asking questions about the text and in sharing information with each other. As a conclusion, this new learning environment requires a shift in learning approaches from information transmission to problem based learning and critical thinking and promotion of incidental skills associated with learning and using technology.

Original languageEnglish
Pages (from-to)247-260
Number of pages14
JournalInternational Journal of Learning
Volume18
Issue number2
Publication statusPublished - 2011

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student
learning
electronic media
information process
teacher's role
English language
learning environment
promotion
literacy
Teaching
language
time

Keywords

  • Constructivist theory
  • Digital environment
  • i-Ells system
  • Online reading text
  • Reflective learning

ASJC Scopus subject areas

  • Education

Cite this

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title = "An investigation on employment of interactive technological tools to comprehend online reading texts",
abstract = "In the new millennium, there is tremendous impact of technology on teaching and learning to the extent that the teachers' role has become that of facilitators, whilst students are expected to be active learners who process information from a variety of sources. One of the impacts of technology is on reading. Students do not just read printed materials, but they also spend a large amount of time reading online texts. With the increasing amount of time spent reading electronic media, it is relevant to examine how students interact with online texts using technological tools available. Therefore, the present study reports on how students at tertiary level used interactive technological tools, namely, Annotation tools and My Notes, which form part of a system, aptly named as the Interactive English Language Literacy System (i-ELLS). This system is designed based on identified reading strategies of second language learners (L2) at tertiary level. The findings revealed that the Annotation tools help students processed information and enhanced understanding in a systematic way, for instance, by allowing the reader to insert prompts and questions within the text itself. My Notes tool is useful because it allows students to make personal notes about the reading materials and even share all or portions of their notes with other readers. Furthermore, the students appear to be more reflective as they are more active in asking questions about the text and in sharing information with each other. As a conclusion, this new learning environment requires a shift in learning approaches from information transmission to problem based learning and critical thinking and promotion of incidental skills associated with learning and using technology.",
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