CHALLENGING EFL STUDENTS TO READ: DIGITAL READER RESPONSE TASKS TO FOSTER LEARNER AUTONOMY

• Authors: Pasaribu Truly Almendo
• Languages of publication: EN

Abstracts

EN

Reading and technology are believed to have a strong link with learner autonomy. This research aims at investigating how digital reader response tasks in a reading class promote learner autonomy. The students were given reader response tasks which challenged them to respond to texts using digital infographic and presentation tools in Moodle forum. The data of this case study, collected from questionnaires, online records, and reflections involving 25 participants, were analyzed based on the domains of autonomy. The findings indicated that digital reader response tasks in a Moodle-based reading class enabled learners to plan, execute, and evaluate their own learning. The findings also showed that these online tasks did not only motivate learners to engage in meaningful language learning experience, but also encouraged them to nurture social dimensions of autonomy.

Keywords

EN

digital reader responses; reading skills; learner autonomy; e-posters

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2020
• Volume: 20
• Issue: 2
• Pages: 21-41

Contributors

author

Pasaribu Truly Almendo

• Sanata Dharma University

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