NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1417814
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1094-3501
A Reflective e-Learning Approach for Reading, Thinking, and Behavioral Engagement
Mei-Rong Alice Chen; Yi-Hsuan Lin
Language Learning & Technology, v28 n1 2024
One of the main goals of the English as a Foreign Language (EFL) course is to facilitate the development of learners' reading comprehension and reflective skills in English, which can be developed with appropriate instruction. However, in EFL courses, many students are inactive in reflecting on their reading and are disengaged from learning. To fill this gap, a reflective reading-based e-learning approach was proposed to explore the impact of the suggested approach on reading comprehension, reflective thinking, and behavioral engagement. The study aimed to improve the comprehension of the student's reading using the proposed reflective e-learning approach. The study employed a quasi-experimental design in which the experimental group used reflective reading-based e-learning (n = 51) and the control group used conventional e-learning (n = 50) for a total of 13 weeks of participation. The experiment was designed to examine reading comprehension, reflective thinking, and behavioral engagement (e.g., reading time, Marker list, Quiz score, Memo list). The results revealed that the reflective reading-based e-learning approach could improve the comprehension and reflective thinking of the learners and promote behavioral engagement. These findings can be valuable for educators designing strategies to improve students' reading comprehension skills and stimulate behavioral engagement in e-learning systems.
National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A