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.

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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. https://doi.org/10.14483/22487085.3762
Vol 13 Nº 2
Published: 2011-07-01
Section
Research Articles