Click, Think, Read: Investigating the Use of Metacognitive Online Reading Strategies among Malaysian ESL Students

Nur Syafiqah Abdullah and Hanita Hanim Ismail
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Nur Syafiqah Abdullah: Sekolah Menengah Kebangsaan Sri Muda, 13100 Pulau Pinang, Malaysia
Hanita Hanim Ismail: Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Selangor, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 2, 308-320

Abstract: The rapid shift towards online learning has emphasised the critical role of metacognitive online reading strategies in enhancing comprehension and engagement with digital texts. This study investigates the use of metacognitive online reading strategies among Malaysian ESL secondary school students, specifically focusing on Form 4 (16 years old) and Form 5 (17 years old) learners. The research utilises the Online Survey of Reading Strategies (OSORS), which categorises metacognitive online reading strategies into three types: global, problem-solving, and support strategies. The findings reveal that problem-solving strategies, such as visualising information and adjusting reading speed, are the most frequently utilised, reflecting students’ adaptive responses to digital reading challenges. Conversely, support strategies are the least favoured, indicating potential gaps in students’ repertoire of reading strategies. Notable variations in the usage of metacognitive online reading strategies between age groups were also identified, with older students demonstrating greater strategic awareness. These results underscore the need to foster a balanced approach to metacognitive online reading strategies, promoting not only the dominant strategies but also the underutilised ones to enhance overall reading proficiency. Future research should explore interventions to increase students’ awareness and application of metacognitive online reading strategies, alongside examining teachers’ roles in integrating metacognitive strategies into language instruction. By addressing these aspects, educators can better equip students with the skills needed to navigate the complexities of online reading, thus preparing them for academic and professional success in a digitalised world. The study highlights the importance of tailored pedagogical approaches to strengthen both students’ digital literacy and their overall academic outcomes.

Date: 2025
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