MARC details
| 000 -LEADER |
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| fixed length control field |
04713ntm a2200373 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
MY-KuUP |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20251125110802.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS |
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| fixed length control field |
t||||fr|||| 000 0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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ta |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
230818t20232023my a|||fr|||| 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
THE0009679 (Local) |
| Qualifying information |
Hardback |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
UMP |
| Language of cataloging |
eng |
| Transcribing agency |
UMP |
| Description conventions |
rda |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
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| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
PBM .D66 2023 r Thesis |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Dong Kangxing |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
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| Title |
Effects of online reading strategy instruction on reading comprehension, strategy use and affective attributes of tertiary ESL learners / |
| Statement of responsibility, etc. |
Dong Kangxing |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Kuantan Pahang : |
| Name of producer, publisher, distributor, manufacturer |
UMP, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2023 |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2023 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xviii, 359 pages : |
| Other physical details |
Illustration ; |
| Dimensions |
30 cm.+ |
| Accompanying material |
1 CD-ROM |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
computer |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
computer disc |
| 347 ## - DIGITAL FILE CHARACTERISTICS |
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| Source |
rda |
| File type |
text file |
| Encoding format |
PDF |
| 500 ## - GENERAL NOTE |
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| General note |
Center for Modern Language |
| 502 ## - DISSERTATION NOTE |
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| Dissertation note |
Thesis (Doctor of Philosophy) -- Universiti Malaysia Pahang – 2023 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical reference |
| 520 3# - SUMMARY, ETC. |
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| Summary, etc. |
With the fast growth of technology and prevalent use of online reading platforms, online reading has become a main source of input for ESL learners at the tertiary level. While online reading has become ubiquitous, readers are not naturally reading online materials efficiently. One of the useful solutions to overcome the challenges for ESL learners in an online reading environment is online reading strategy instruction. It is also imperative for educators to understand clearly students’ affective attributes toward online reading as these affective attributes play an influential role in students’ reading process. This study therefore aims to investigate the effects of online reading strategy instruction on online reading comprehension performance, strategy use and affective attributes of ESL learners at the tertiary level. This study also investigates the profiles of learners’ online reading strategy use and their affective attributes toward online reading, as well as the relationships between online reading strategy use, affective attributes, and online reading comprehension. This study employed a mixed research method with pre-test post-test quasi-experimental design as the predominant data collection method. Four research instruments were used in the study, which are Second Language Online Reading Strategies Survey, Survey of Online Reading Affective Attributes, online reading test, and reflective diary. In this study, the five-stage strategy instruction model was employed to teach students reading strategies. These five stages consist of preparation stage, presentation stage, practice stage, evaluation stage, and expansion stage. There are seven types of online reading strategies instructed in this study, which include skimming, inferring, locating, translating, navigating, evaluating, and synthesizing. The affective attributes examined in this study include self-efficacy, motivation and anxiety. Results from paired samples t-tests showed that students from the experimental group improved significantly in online reading comprehension performance, strategy use and affective attributes after the strategy instruction. However, there were no significant change among students from the control group, indicating the significant effects of the five-stage strategy instruction on students’ online reading comprehension performance. Descriptive statistics showed that the students’ overall usage of online reading strategies was moderate or relatively frequent, and the students had relatively positive dispositions toward online reading. The results also revealed the significant correlations between online reading strategy use, affective attributes, and online reading comprehension at both pre- and post-instruction stages. This study contributes to the development of applied linguistics and is beneficial for students’ development of linguistic competence in L2 by examining the effects of online reading strategies. It also provides useful and specific teaching methods for educators to help students improve their use of online reading strategies. In this study, quantitative data were given priority and it is recommended for interested researchers to conduct a mainly qualitative study, and make comparison about the findings between different methodology designs. Finally, it is recommended for researchers to investigate the affective attributes individually with more focus. |
| 610 20 - SUBJECT ADDED ENTRY--CORPORATE NAME |
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| Corporate name or jurisdiction name as entry element |
Center for Modern Language |
| General subdivision |
Dissertations |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Universities and colleges |
| General subdivision |
Dissertations |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Theses |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Thesis |