|Published Online: October 15, 2015||$US5.00|
Reading in this digital age has changed profoundly. Texts now come in various forms; print and non-print, visual, electronic and digital formats. This “new” range of multimodal texts calls for a new approach to teaching and the pedagogy of literacy. Hence, the objective of this study was to examine pre-service English language teachers’ perceived use of online reading strategies. Data was collected from one hundred and eighty-six (186) undergraduate students enrolled in English language education programmes in two universities (one federal and one state owned university) in the South-South Geopolitical zone in Nigeria. The data was analyzed using both descriptive and inferential statistics, namely, mean, standard deviation and independent sample t-test. The results indicated that undergraduate English language education students surveyed from the two universities reported a high strategy use of online reading strategies. The findings of this study revealed that students in the third year of the programme (300 level) and undergraduate English language education students enrolled in the state university reported high strategy use of online reading strategies than those in the fourth year of the programme (400 level) and those enrolled in the federal university.
|Keywords:||Multimodal, Reading, Learning Environment|
Ubiquitous Learning: An International Journal, Volume 7, Issue 3-4, October 2015, pp.1-17. Article: Print (Spiral Bound). Published Online: October 15, 2015 (Article: Electronic (PDF File; 614.337KB)).
Lecturer, Department of Educational Psychology and Curriculum Studies, University of Benin, Benin City, Edo State, Nigeria
Lecturer, Faculty of Education, University of Benin, Benin, Edo, Nigeria