1. UKM Learning and Research Repository
2. PHD Thesis / Tesis PHD
3. Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

Title:	Academic hypermedia reading among Iranian postgraduate students: a case study
Authors:	Sepideh Mirzaeifard (P49130)
Supervisor:	Hazita Azman, Prof. Dr.
Keywords:	Academic hypermedia reading Iranian postgraduate students Learning sensory Metacognitive Dissertations, Academic -- Malaysia
Issue Date:	17-Sep-2015
Description:	This case study investigates the academic hypermedia reading processes of Iranian postgraduate students. It aims to study their preferred learning sensory pathways while reading academic hypermedia texts and the metacognitive reading strategies employed through their use of the hypermedia reading tools available on the online reading platform used. The case study sample consisted of eleven postgraduate students from Iran enrolled in English Language Studies program at tertiary public institutions of higher learning in Malaysia. These students were selected based on their existing computer literacy skills gauged through a background questionnaire prior to selection. The postgraduate students were introduced to the hypermedia reading platform for the study which was accessible through an internet address as subscribed users. Two enquiry tools were used to gain insight of the participants' perceived perceptual learning style preferences and their use of metacognitive reading strategies—the Survey of Online Reading Strategy and the Perceptual Learning Style Preference Questionnaire respectively. Data from the questionnaires are triangulated with individual semi-structured interview after two academic hypermedia readings were finished. Then, observed academic hypermedia reading behaviours which were captured on screen by Camtasia Studio 7 were analysed using NVivo 9. Then, stimulated recall interview was conducted where responses were recorded for analysis using NVivo 9. Generally the findings of this study reveal that the selected Iranian postgraduate students' actual use of metacognitive reading strategies when reading in hypermedia environment were different from their perceived reported preferences when reading academic texts. This is evident when the data analysis found significant differences in the perceived use of problem solving strategies and global reading strategies which they claim they apply when reading online academic texts, compared with their actual use of support reading strategies evident from when they engage in online reading as observed in the study. Concurrently, the data analysis revealed that almost all of the Iranian students were inclined towards the visual sensory pathway evident in their choice of using most of the visual representations tools in the hypermedia environment. That is, learning is enhanced and was more effective by using visual tools. Therefore, this study has shown how hypermedia reading environment has facilitated the foreign students' reading process and reading comprehension faster and more accurately. More importantly the findings of the study has suggested that hypermedia reading environments and tools can empower and transform non-native readers of English academic materials from dependent readers to autonomous independent readers who are more confident of their understanding and comprehension of the texts they read. Hence, creating academic hypermedia reading opportunities should be further encouraged in reading classrooms to develop these effective and independent readers.,Ph.D.
Pages:	190
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.