iTELL Conference, iTELL Conference 2018

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FIRST-YEAR STUDENTS’ TECHNOLOGY-ENHANCED, OUT-OF-CLASS STRATEGIES ON L2 READING: A MINI SURVEY
Nuriska Noviantoro

Last modified: 2018-07-17

Abstract


This study reports the potential overview of first-year university students incorporating technology-enhanced language learning (TELL) into their autonomous language learning in L2 reading, mainly investigating on the use of courseware and L2 technology-enhanced reading strategies. Data for this study were collected from a small-scale survey to 74 students of four different classes in a private polytechnic in Bandung. The findings of the study found that 1) the autonomous learning is still a foreign concept for the students, mainly due to the absence of exposure in their high school; 2) only a minority of the students, although they are not familiar with the concept of autonomous learning, were found to utilize mobile-based apps and online/offline games to support them to learn L2 reading, where they can also take their private time into learning; and, 3) despite some students being unable to metacognitively cope with their out-of-class language learning well, their degree of motivation to engage in technology- enhanced language learning environment is inherently high, where they prefer to learn through their mobile devices, utilizing games or apps, rather than using printed books. From the findings, there is a need to further promote the use of online/offline games and mobile apps in the out-of-class language learning.


Full Text: PDF: PAGE 173-176