1. P RESENTERS Y I -L U K UO & P EI -S HAN Y U Online Reading Strategy Use among CFL Learners

2. Introduction Online reading has become an issue for discussion in the educational field and more particularly in English as a second or foreign language (Uso-Juan & Ruiz-Madrid, 2009 ). There are relatively fewer studies on Chinese online reading comprehension the online reading process of CFL readers is an important unexplored area in online reading research Previous studies (Anderson 2003; Uzunboylu, 2005; Tanyeli, 2008) indicated that online English reading have positive effects on readers’ learning motivation, academic achievement and reading skills. CFL learners?

3. Research Questions a. What online reading strategies do CFL learners use in learning Chinese? b. What are the differences of online reading strategies that CFL learners use in L1 and L2?

4. Online Survey of Reading Strategies (OSORS) Anderson (2003) adapted Mokhtari and Sheorey's (2002) Survey of Reading Strategies (SORS) to Online Survey of Reading Strategies (OSORS) Examine ESL and EFL students’ different use of metacognitive online reading strategies. OSORS: 1. Global Reading Strategies: intentional, carefully planned techniques by which learners monitor or manage their reading. 2. Problem Solving Strategies: the actions and procedures that readers use while working directly with the text. 3. Support Reading Strategies: the basic support mechanisms intended to aid the reader in comprehending the text.

5. Methods Participants 17 advanced Chinese learners at Indiana University. Age: 19-24 Have learned Chinese for 3 years in the US and have been to China during summer. Study and do internship in China after their college education.

6. Instrument1: OSORS 37 items: 5-point Likert scale (1: never, 5: always). Participants were asked to read each statement and circle the number that applies to their use of the reading strategy in both L1 and L2 contexts. Participants didn’t need to do no. 35-37 in L1 online reading strategies. 15-20min

7. Instrument 2: Think aloud protocol The material is from current C401 textbook: 1,200 Chinese characters comprises written Chinese language, ancient Chinese texts and idioms. 6 comprehension questions 30-50 min

8. Instrument 3: Interview Chinese online reading strategies, their similarities and differences of L1 and L2 strategy use of online reading 20 minutes

9. Results – Research Question 1 a. What online reading strategies do CFL learners use in learning Chinese? Problem Solving Reading Strategies > Global Strategies > Support Reading Strategies The result is consistent with Anderson’s (2003). - EFL learners were more frequently used problem solving strategies during the online reading process. ChineseL2 (Global)L2 (Problem)L2 (Support) Average3.563.753.29

10. Problem Solving Strategies CategoryNoStrategyMean Problem Solving Strategies 15 When online text becomes difficult, I pay closer attention to what I am reading 4.35 9I try to get back on track when I lose concentration 4.23 11I adjust my reading speed according to what I am reading online 4.23 7I read slowly and carefully to make sure I understand what I am reading online 4.11 YT: I always reads the Chinese text more than once. The first time reading helps me get the brief idea. I try to look up some examples or Chinese slangs during the second time reading. BN: A good Chinese reader is defined as a reader who read texts carefully and slowly OW :When I find dictionary cannot help me solve the problems, I usually slowly read the sentences several times.

11. Global Strategies CategoryNoStrategyMean Global Strategies 18 I use context clues to help me better understand what I am reading online 4.5 3I think about what I already know to help me understand what I read online 4.29 DN:I tend to jump over a lot of words that I don’t know. In the short term it’s really helpful. If I need to look up every word that I don’t know that will take me a long time. Some people are more focus....oh I have to know every words in the sentence....I don’t do that I can just keep going. I think being able to use what you do know is helpful to understand what you read. YT: He found that pre-reading questions help him understand the articles, but also restricts him to look for the specific answers Furthermore, he thinks learning Chinese helps him understanding better about English articles that introducing Chinese culture YT: He found that pre-reading questions help him understand the articles, but also restricts him to look for the specific answers Furthermore, he thinks learning Chinese helps him understanding better about English articles that introducing Chinese culture

12. Support Reading Strategies CategoryNoStrategyMean Support Reading Strategies 13 I use reference materials ( e.g., an online dictionary) to help me understand what I read online 5 FR: I will search in English and to see if I clear understand the concept in English because that is faster for me. But if I am searching.....like I need a Chinese definition, then I will definitely search that in Chinese like 百度一下 (Baidu) BY: during the think aloud protocols, he spent time on finding the original quote of the text.

13. b. What are the differences of online reading strategies that CFL learners use in L1 and L2? The result is consitent with Tercanlioglu's (2004). 42 paired samples t test + Benjamini & Hochberg’s (1995) False Discovery Rate procedure Statistically significant at p<.05: Global (L1) vs. Support (L1), Support (L1) vs. Support (L2) L1: English L2: Chinese Global (L1) Global (L2) Problem- solving (L1) Problem- solving (L2) Support (L1) Support (L2) Total (L1) Total (L2) average3.803.563.873.75 2.633.293.433.53 > >< Results- Research Question 2

14. Differences of online reading strategies use between L1 (English) and L2 (Chinese) CategoryNoStrategyL1 Mean L2 Mean Problem Solving 33Distinguish between fact and opinion4.763.76 34Look for sites that cover both sides of an issue. 3.72.82 Support10Print out a hard copy and then underline or circle information 2.53.5 13Use reference materials (e.g., an online dictionary) 2.12 5 > < < > Items of statistically significant (p<.05) OW, TM, MT: for academic purpose, easier to underline the text and write down Pinyin, tone, and English translation. PT : easier to look up the vocabulary by copying and pasting the online text OW: difficulty checking which Chinese website is reliable.

15. References Anderson, N. J. (2003). Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. The Reading Matrix, 3, 1-33. Mokhtari, K. & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Development Education, 25(3), 2-10. Oxford, R. & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and Instructional Issues. The Modern Language Journal, 73(4), 404-419. Tercanlioglu, L. (2004). Postgraduate students’ use of reading strategies in L1 and ESL contexts: Links to success. International Education Journal, 5(4), 562-570.

16. Questions?