Online reading, audiobooks, and metacognitive strategies: EAP learners building listening proficiency and reading fluency

This study explored learners’ autonomous strategies while using e-books and audiobooks outside class, supplementing their university academic English preparation. An extensive e-reading library with audiobooks was available for students to read and listen, online at home and elsewhere, with learners adjusting their modes of input according to their preferences. A survey of students in the first part of this study (n=126) showed 72% reporting that they found reading and listening simultaneously most helpful. This strong preference across a wide range of proficiencies was unexpected. Therefore, contrasting lower and higher proficiencies were focused upon in a second part of the study to learn if further distinctions might be found. This analysis showed learners’ strategic preferences differed according to their current needs, and also that audio pacing adjustability played an important role. Some learners devised novel, useful strategies, and higher proficiency learners were, in some cases, no longer choosing bimodality (simultaneous reading and listening). Findings overall suggested metacognition and learner autonomy with a virtual library and ample choice may facilitate improved listening and reading, sustain motivation, and address some issues of language distance. Keywords: Metacognition in language learning, linguistically distant languages, L2 reading and listening, audio and print reading strategies, EAP, online books and audiobooks