Synchronous Online Reading toward Digital Literacy and Higher-Order Thinking Skills Supporting Cadets’ Self-Regulated Learning
Sunarlia Limbong – Nursyam – Asdar – Novianty Palayukan – Frans Tandibura
DOI: 10.18355/XL.2024.17.04.19
Abstract
The increasing use of Information Communication and Technology (ICT) in foreign language education has completely transformed reading, and reading online texts requires new approaches. Reading proficiency is crucial for English as a Foreign Language (EFL) learners, as it is the primary ability that allows them to flourish academically and make rapid progress in other aspects of language acquisition. This study aimed to investigate the effect of synchronous online reading on self-regulated learning through Higher Order Thinking Skills (HOTS) and digital literacy. The quantitative method used an analytical study with a survey research design. The study included a total of 436 cadets of Politeknik Ilmu Pelayaran from Eastern Indonesia. A survey administered via the internet was dynamically designed to assess cadets' perception with synchronous online reading. Structural equation modeling, specifically route analyses, was used to determine the most suitable model for synchronous online reading. Data was analyzed by using SEM-PLS-based multivariate approaches. The study's results found that 1) Synchronous online reading had an impact on cadets' HOTS. 2) there was an impact of synchronous online reading on cadets' digital literacy. 3) there was an impact of cadets' HOTS on self-regulated learning. 4) there was an impact of cadets’ digital literacy on self-regulated learning. It can be concluded that synchronous online reading and digital literacy are important for developing cadets' higher-order thinking skills and self-regulated learning capabilities in Southen Sulawesi, Indonesia.
Key words: Digital literacy, HOST, Online Reading, Self-regulated learning, Synchronous
Pages: 317-335
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