Abstract:
This study aims to investigate the Online Reading Strategies that the students use for
academic purposes in actual reading tasks and to find the similarities and differences
between the use of strategies among proficient and less proficient readers and to know
the difficulties they reported when reading academic texts online.The study adoptedthe
descriptive analytic method, several instruments used to collect data: the Online
Survey of Reading Strategies (OSORS), TOEFL reading proficiency test scores,
Internet use Questionnaire, pre- and post-reading interviews, observations through
think-aloud sessions and self-report of online reading strategies. The samples were
drawn from the total number of students at University of Hail- Preparatory Year for
the second semester in the academic year (2018 – 2019) is 3000 students, 200 students
withdrew300 students failed and they will have either repeat the whole semester or
leave the PY and join Community Services College in the university. The data were
included for 68 and 43 students in the proficient group and less proficient group from
the 2000 students who passed and transferred to the second semester. The analysis
yielded a number of results, first, students need to orchestrate strategy use to cope with
different reading demands. Second, the students used their schema or background
knowledge frequently when reading online. Third, Students’ vocabulary knowledge
relatesstrongly to their reading comprehension and academic success.Based on the
findings, the researcher concluded the study by suggestions for further studies.
