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Article

Effects of the Reading Practice Platform (Readvise) in Developing Self-Regulated Reading Skills of Tertiary Students in L2 Learning

by 1,2,* and 1
1
Faculty of Social Sciences, Institute of Education, University of Tartu, 50090 Tartu, Estonia
2
Department of English for Humanities, Institute of Philology, Journalism and Cross-Cultural Communication, Southern Federal University, Rostov-on-Don 344006, Russia
*
Author to whom correspondence should be addressed.
Academic Editors: Rushan Ziatdinov, Ismail Ipek and James Albright
Educ. Sci. 2022, 12(4), 238; https://doi.org/10.3390/educsci12040238
Received: 6 February 2022 / Revised: 7 March 2022 / Accepted: 23 March 2022 / Published: 26 March 2022
Reading, as one of the four basic language skills, activates language learning. Tertiary-level students often undermine this opportunity and rarely read anything in addition to their course assignments. Rapid technological developments offer additional possibilities in this domain. The present study aims to define to what extent the specifically designed web-based reading platform (Readvise) can support and improve students’ second language reading skills with the intent to transform them into self-regulated reading (SRR) skills. The focus of this design-based research is 39 undergraduate students who study English as a second language (L2). According to the results, through the elimination of the main barriers and uncertainties declared by the students when reading independently in L2, the platform contributes to the advancement of L2 reading skills of the students, encourages changes in their L2 reading behaviour, fosters metacognitive abilities, and reinforces intrinsic reading motivation. When supported consistently through the platform, these features can ensure the development and enhancement of SRR skills in the long run, contributing equally to the improvement of the students’ L2 proficiency level. View Full-Text
Keywords: self-regulated reading; Readvise reading platform; motivation; self-regulation; behavior; metacognition self-regulated reading; Readvise reading platform; motivation; self-regulation; behavior; metacognition
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Figure 1

  • Externally hosted supplementary file 1
    Doi: 10.3390/educsci12040238
    Link: https://drive.google.com/file/d/1mM9lxwAh0_l4gAWaYHHQekuGZEA2IUNr/view
    Description: p. 2: Interview Questions; pp. 3–4: Reading Preferences (Survey); pp. 5–6: Empower Reading Skills (Survey); pp. 7–8: Reading Diary A; pp. 9–11: Reading Diary B; p. 12—Reading Diary C; pp. 13–14: Article Test (Sample); p. 15—Vocabulary List (Sample); p. 16—List of Recommendations for the Online Discussion (Sample); p. 17—Readvise Platform: Step-by-Step Navigation).
MDPI and ACS Style

Akopyan, A.; Saks, K. Effects of the Reading Practice Platform (Readvise) in Developing Self-Regulated Reading Skills of Tertiary Students in L2 Learning. Educ. Sci. 2022, 12, 238. https://doi.org/10.3390/educsci12040238

AMA Style

Akopyan A, Saks K. Effects of the Reading Practice Platform (Readvise) in Developing Self-Regulated Reading Skills of Tertiary Students in L2 Learning. Education Sciences. 2022; 12(4):238. https://doi.org/10.3390/educsci12040238

Chicago/Turabian Style

Akopyan, Anait, and Katrin Saks. 2022. "Effects of the Reading Practice Platform (Readvise) in Developing Self-Regulated Reading Skills of Tertiary Students in L2 Learning" Education Sciences 12, no. 4: 238. https://doi.org/10.3390/educsci12040238

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