Abstract:

This study aimed to investigate whether pedagogically guided web-based reading can improve skimming and scanning significantly (i.e., increased productive outcomes) and whether it can enhance student participation and motivation (i.e., increased affective outcomes). Forty-six students enrolled in two German 3 classes at the high school level were selected. The participants read texts about German culture and politics. Qualitative and quantitative findings indicated that the students in the treatment group (Group A) increased their skimming and scanning performance significantly compared to the students in the control group (Group B). Furthermore, the students in Group A were able to foster their reading skills in such a way that they were able to use it with linear materials as well. Besides skimming and scanning, the students also increased their participation and motivation. Although the participants in Group B made some progress in the following research period, their achievement remained significantly lower than that of the participants in the treatment group. These findings not only make clear that pedagogically guided web-based instruction has a positive impact on foreign language reading skills, participation, and motivation, but they also support the argument that a variety of methods and approaches should be used and that traditional approaches alone should not dominate in foreign language instruction.

Author: Kerstin Lück