i-ELLS

Researching reading strategies for designing online reading environment

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

i-ELLS (Intelligent System for language Literacy Development and Knowldege Growth of Multilingual English Language Learners)1 is an online reading system that will be developed based on the reading strategies used by tertiary second language learners at Universiti Kebangsaan Malaysia (UKM). Findings about the reading strategies will be used to illuminate and support the range of design requirements for online reading environment to develop the i-ELLS for specific literacy purposes mainly. This paper will report on the different categories of reading strategies and reading style preferences of tertiary students when they do online and offline reading. It will explicate the extent to which these findings will help determine the appropriate e-literacy tools that should be used in the design of an online reading module suited for non-native ESL tertiary learners. The development of an online reading environment as conceived by i-ELLS departs from the conventional online reading courseware commercially available, in that the former takes cognizance of the use of reading strategies by the non-native reader when engaging in the academic reading process while ensuring compatible computer technological tools are used to enhance and to facilitate the reading process and content uptake. The two-year project is funded by UKM and this article reports on its initial phase.

Original languageEnglish
Pages (from-to)237-242
Number of pages6
JournalEuropean Journal of Social Sciences
Volume9
Issue number2
Publication statusPublished - Aug 2009

Fingerprint

literacy
Malaysia
language
English language
student

Keywords

  • Digital literacy tools
  • Online reading

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

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title = "i-ELLS: Researching reading strategies for designing online reading environment",
abstract = "i-ELLS (Intelligent System for language Literacy Development and Knowldege Growth of Multilingual English Language Learners)1 is an online reading system that will be developed based on the reading strategies used by tertiary second language learners at Universiti Kebangsaan Malaysia (UKM). Findings about the reading strategies will be used to illuminate and support the range of design requirements for online reading environment to develop the i-ELLS for specific literacy purposes mainly. This paper will report on the different categories of reading strategies and reading style preferences of tertiary students when they do online and offline reading. It will explicate the extent to which these findings will help determine the appropriate e-literacy tools that should be used in the design of an online reading module suited for non-native ESL tertiary learners. The development of an online reading environment as conceived by i-ELLS departs from the conventional online reading courseware commercially available, in that the former takes cognizance of the use of reading strategies by the non-native reader when engaging in the academic reading process while ensuring compatible computer technological tools are used to enhance and to facilitate the reading process and content uptake. The two-year project is funded by UKM and this article reports on its initial phase.",
keywords = "Digital literacy tools, Online reading",
author = "{Mohd Nor}, {Nor Fariza} and Afendi Hamat and Hazita Azman and {Abu Bakar}, Nadzrah and {Mohd Noor}, Noorizah",
year = "2009",
month = "8",
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pages = "237--242",
journal = "European Journal of Social Sciences",
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AU - Mohd Nor, Nor Fariza

AU - Hamat, Afendi

AU - Azman, Hazita

AU - Abu Bakar, Nadzrah

AU - Mohd Noor, Noorizah

PY - 2009/8

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AB - i-ELLS (Intelligent System for language Literacy Development and Knowldege Growth of Multilingual English Language Learners)1 is an online reading system that will be developed based on the reading strategies used by tertiary second language learners at Universiti Kebangsaan Malaysia (UKM). Findings about the reading strategies will be used to illuminate and support the range of design requirements for online reading environment to develop the i-ELLS for specific literacy purposes mainly. This paper will report on the different categories of reading strategies and reading style preferences of tertiary students when they do online and offline reading. It will explicate the extent to which these findings will help determine the appropriate e-literacy tools that should be used in the design of an online reading module suited for non-native ESL tertiary learners. The development of an online reading environment as conceived by i-ELLS departs from the conventional online reading courseware commercially available, in that the former takes cognizance of the use of reading strategies by the non-native reader when engaging in the academic reading process while ensuring compatible computer technological tools are used to enhance and to facilitate the reading process and content uptake. The two-year project is funded by UKM and this article reports on its initial phase.

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