Reading Comprehension in Face-to-Face and Web-Based Modalities: Graduate Students’ Use of Reading and Language Learning Strategies in EFL1

  • Fabio Alberto Arismendi Gomez Universidad de Antioquia
  • Doris Colorado López Universidad de Antioquia
  • Luisa Fernanda Grajales Marin Universidad de Antioquia
Keywords: face-to-face instruction, web-based instruction, teaching of reading comprehension in EFL, reading strategies, language learning strategies (en_US)

Abstract (en_US)

Few studies in Colombia have explored and compared students’ reading comprehension processes in EFL, in different modalities ofinstruction. This article reports on some findings of a larger study in which two groups of graduate Law students took a reading comprehensioncourse in English, delivered in two different modalities of instruction: face-to-face and web-based. Both courses were served by an English teacherfrom the School of Languages at Universidad de Antioquia. The data gathered from class observations, in-depth interviews, questionnaires, tests,the teacher’s journal and data records in the platform provided insights about the students’ use of reading and language learning strategies inboth modalities. Findings suggest that students applied the reading strategies explicitly taught during the courses and some language learningstrategies for which they did not receive any instruction.


Download data is not yet available.


Aebersold, J. A. & Field, M, L. (1997). From reader to reading teacher. Cambridge: University Press.

Alyousef, H. S. (2005). Teaching reading comprehension to ESL/EFL Learners. The Reading Matrix, 5 (2), 143-154.

Anderson,N.J. (1999). Exploring Second Language Reading: Issues and Strategies. Boston, MA: Heinle & Heinle.

Ardila, M. & Bedoya, J. (2006). La inclusión de la plataforma de aprendizaje en línea MOODLE en un curso de gramática contrastiva español, inglés. Ikala, 11, 181 – 205.

Bartolomé, A. (2004). Blended learning: conceptos básicos. Píxel-Bit. Revista de Medios y Educación, 23, 7-20

Berdugo, M. & Pedraza, N. (2008). Evaluación de Lingweb: ambiente virtual para el aprendizaje de lenguas. Lenguaje, 36, 473-509.

Berry, R. (1999). Collecting data by in-depth interviewing. Paper presented at the British Educational Research Association Annual Conference, University of Sussex at Brighton, September 2-5, 1999. Retrieved on September 9, 2011 from http://www.

Brown, D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Englewood Cliffs,New Jersey: Prentice Hall Regents.

Creswell, J. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks. CA: Sage Publications

Dendinger, M. (2000). How to organize a focus group. Meetings and conventions. Retrieved on September 26, 2011 from: http://www.meetings-conventions. com/articles/how-to-organize-a-focus-group/c 10136.aspx

Facundo, A. (2004). La educación superior virtual en Colombia. In Asociación Nacionalde Universidades e Instituciones de Educación Superior, La educación superior virtual en América Latina y el Caribe (pp. 175-222). México: ANUIES.

Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Newbury House: Heinle and Heinle.

Gascoigne, C. (2005) Toward and understanding of the relationship between L2 readingcomprehension and grammatical competence. The Reading Matrix, 5 (2), 1-14.

Galindo, L. (2002). Elementos que interactúan para la educación: presencial, presencial a distancia y la virtual. Retrieved on September 26, 2011 from: documentos/somece2002/Grupo3/Galindo2.pdf

García, L. (1999). Historia de la educación a distancia. Revista Iberoamericana de Educación a Distancia, 2 (1), 8-27.

Grabe, W. (2007). Reading in a second language: moving from theory to practice. USA: Cambridge University Press.

Grabe, W. & Stoller, F. (2002). Teaching and Researching Reading. Harlow, Essex: Pearson Education Limited.

Johnstone, S. (1991). Research on telecommunicated learning: Past, present and future. The Annals of the American Academy of Political Science, 514, 49-57.

Kurt, A., & Gürcan.A. (2010).The comparison of learning strategies, computer anxiety and success states of students taking web-based and face-to-face instruction in higher education. Procedia Social and Behavioral Sciences, 9, 1153–1157 Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage Publications.

Leu, D. J., Coiro, J. Castek, J., Hartman, D. K., Henry, L. A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C. C. Block,

S. Parris, & P. Afflerbach (Eds), Comprehension instruction: research- based best practices (2nd ed.) (pp. 321-346). New York: Guildford Press.

Leu, D. J. Jr., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. B. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 1570-1613). Newark, DE: International Reading Association.

López, A. & Giraldo, M. (2011). The English reading strategies of two Colombian English pre-service teachers. Ikala, 16, 45-76

Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.

Muñoz, J.H & Gonzalez, A. (2010) Teaching reading comprehension in English in a distance web-based course: new roles for teachers. Profile, 12, 69-85. Nuttall, C. (1996). Teaching reading skills in a foreign language. Oxford: Heinemann.

O’Malley, J. M. & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, Massachusetts: Heinle & Heinle Publishers.

Paechter, M. & Maier, B. (2010). Online or face-to-face? Students’ experiences and preferences in elearning. The internet and higher education, 13, 292-297.

Richards, L. (2005) Handling Qualitative Data: A Practical Guide. London: SAGE Publications.

Sampson, N. (2003). Meeting the needs of distance learners. Language learning & technology, 7, 103-118.

Yin, R. (2003). Case Study Research: design and methods (3rd ed.). Thousand Oaks, CA: SAGE Publications.

How to Cite
Arismendi Gomez, F. A., Colorado López, D., & Grajales Marin, L. F. (2011). Reading Comprehension in Face-to-Face and Web-Based Modalities: Graduate Students’ Use of Reading and Language Learning Strategies in EFL1. Colombian Applied Linguistics Journal, 13(2), 11- 28.
Vol 13 Nº 2
Published: 2011-07-01
Research Articles