ORIGINAL RESEARCH article
Front. Educ.
Sec. Language, Culture and Diversity
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1625347
This article is part of the Research TopicIssues, Transformations, and Strategies in World Language Teaching and Learning: Administration, Pedagogy, Technology, and Learning OutcomesView all 4 articles
Comparative Study of the Use of Online Reading Strategies in the L1 and L2
Provisionally accepted- 1Institute of Education; Digital Learning Technologies Incubation Research Group; MTA–SZTE Digital Learning Technologies Research Group, University of Szeged, Szeged, Hungary
- 2Institute of Education; MTA-MATE Early Childhood Research Group, Hungarian University of Agriculture and Life Sciences, Kaposvár, Hungary
- 3MTA–SZTE Digital Learning Technologies Research Group, University of Szeged, Szeged, Hungary
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Online reading skills are essential for learning English. Thus, this article aims to examine the relation between online reading strategies used in the native language (L1) and English as a foreign language (L2) among young Hungarian readers. Using the Online Survey of Reading Strategies (OSORS) questionnaire, data were collected from 1,214 lower secondary school students. The measures for construct validity and differential item functioning via Rasch analysis demonstrate that the instruments were reliable and valid. Moreover, the results suggest that the students most frequently used global reading strategies in the L1 and support-reading strategies in the L2. Using R programming, correlation analysis finds no significance in students’ reading strategy use between their L1 and L2, although the study notes the significant positive impacts of the three reading strategies on their L1 and L2. Through multivariate analysis of variance, the study proposes that there exists a moderate relation between students’ attitudes toward language and their use of online reading strategies. Lastly, regression analyses using MPlus8 illustrate that global and support reading strategies had positive and significant effects on the students’ reading comprehension achievement. Therefore, the results could be beneficial to language teachers and students.
Keywords: Online reading strategies, reading comprehension, L1, L2, Lower secondary school students
Received: 08 May 2025; Accepted: 31 Jul 2025.
Copyright: © 2025 Habók, Oo and Magyar. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Anita Habók, Institute of Education; Digital Learning Technologies Incubation Research Group; MTA–SZTE Digital Learning Technologies Research Group, University of Szeged, Szeged, Hungary
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