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The Efficacy of Legal Videos in enhancin(1)

Short paper 
Research has confirmed that skilled readers use comprehension strategies to actively 
construct meaning within traditional text environments (Pressley & Afflerbach, 1995). 
However, little is known about how readers employ comprehension strategies within 
digital reading environments (Coiro, 2007; Leu, 2007; Reinking, 1998).


-175- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Students use different cognitive strategies while reading online texts and require 
strategic knowledge to locate and comprehend information found in these electronic 
reading environments. Because of the distinct features of online reading, the traditionally 
employed think-
aloud protocols might not be sufficient to collect students’ online reading 
strategy data. This study therefore also used a screen-capturing technique to document 
s
tudents’ online reading strategy use and compared these two strategy collection 
tools. This study sought to asnwer the following research questions: (1) What are 
the 
researchers’
challenges in capturing online reading strategy data? and (2) Is screen-
capturing a better data collection tool than think-aloud? 
The 
reading 
tasks 
involved 
were 
(1) a closed 
reading 
task in 
which 
students sought 
information 
about 

Six 
Flags 
Theme 
Park’s 
historical 
background, owner, and jobs; and (2) an open task that invited students to surf freely 
online to find a summer job for a working holiday; they were asked to describe the 
job and find tourist attractions they could visit during their job breaks. Twenty EFL 
intermediate first-year university students participated in this study. The experiment 
lasted four hours. During the first hour of the experiment, participants were trained to 
think 
aloud 
and 
record 
their 
surfing 
process 
via 
ViewletCam, 
a screen 
capturing software tool. The 
researcher also 
used 
that 
time 
to 
ensure that 
students’
voices could be successfully recorded during their navigation process. The 
second hour was devoted to a closed reading task in which students were asked to 
search a designated website to find answers to four questions about a theme park in the 
United 
States: when the theme 
park 
first 
opened, 
the name 
of 
its 
owner, the 
park’s
revenue, and how much entry tickets cost. During the third hour, 
students were asked to complete an open reading task about finding a summer job 
they would like to have as a working holiday. Students were then guided to find solutions 
by using search engines, gathering information, synthesizing information, and finally 
reaching conclusions. During the final hour, the instructor taught students how to save 
and transfer the ViewletCam-generated files of all of their navigation movements to the 
instructor’s server for analysis. Students
were also asked to write their reflections on the 
process of completing these two online reading tasks. 
The researcher faced three challenges in collecting online reading strategy data. One 
came from students’ lack of familiarity with verbalizing their thinking processes. Students 
were shy about speaking into the microphone as if they were talking to themselves. The 
instructor had to constantly remind and encourage students to verbalize their thought 
processes out loud. The second challenge was the huge amount of data to be sorted. 
Each task lasted for one full hour, so the coding of the data required a considerable 
amount of time and effort. The two raters had to go through the data, transcribe it 
verbatim, find significant movements and assign categories, and then go through the 
data several times before they reached consensus. The third challenge was that the 
coding scheme adapted from previous studies (Coiro & Dobler, 2007; Coiro et al., 2010) 
was insufficient as the sole source for coding categories. These four major categories 
were Locate, Evaluate, Synthesize, and Communicate. During the process of coding and 
re-reading for significant movements, the pre-determined categories could not account 
for all of the students’ statements or navigational paths. New categories emerged from 
reviewing the student data. 
In conclusion, findings of this study will help instructors and researchers design 
asses
sment tools to measure students’ online reading comprehension. Results of this 
study will help teachers expand their range of reading assessment practices to tap the 
skills and strategies that students need to comprehend information in the digital age. 


-176- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 

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