This paper discusses the outcome of online reading strategy awareness training in enhancing the teaching and learning of EST (English for Science and Technology) in the Malaysian classroom. Eight secondary school students were given strategy awareness training to facilitate their online tasks. The purpose was to ascertain whether the subjects will adapt and adopt the strategies recommended and whether this decision will help them in their tasks. Prior to the strategy awareness training, seven students were identified as moderate strategy-users while one student was a low strategy-user using the Online Survey of Reading Strategies (OSORS) inventory. Data from subjects’ e-Portfolios and journal entries indicated that subjects tend to combine the use of Global Reading Strategies, Support Reading Strategies and Problem Solving Strategies to fulfil the requirements of the task. Their positive performance and response in the online tasks indicated that subjects became better strategy users after the training as they started to be more aware of selecting strategies and conceived of new ones unlisted in the OSORS inventory. In essence, results suggest that strategy awareness training can assist in highlighting pertinent strategies in online reading for specific task.
|Keywords:||Online, Reading, Strategy, Awareness, English, Science|
Senior Lecturer, School of Linguistics and Language Studies, Universiti Kebangsaan Malaysia, Selangor, Malaysia
Teacher, Universiti Kebangsaan Malaysia, Selangor, Malaysia
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