| Abstrakt: |
This mixed-methods study investigated the use of both post-reading computer-mediated synchronous discussions and elaborative feedback incorporated within online reading texts as supports for second language readers in academic contexts. The participants were 202 students studying at a higher education institution in the United Arab Emirates. The data collection instruments consisted of pre-and post-test measures of online reading comprehension, a postreading online synchronous text discussion, and an online questionnaire. The results of the quasi-experiment showed a significant, positive effect on reading comprehension for postreading, computer-mediated synchronous discussions. Furthermore, an analysis of discussion logs and questionnaire responses supported the use of both post-reading synchronous discussions and elaborative feedback for enhancing online L2 reading comprehension. [ABSTRACT FROM AUTHOR] |
