EXPLORING THE RELATIONSHIP BETWEEN ONLINE READINGS STRATEGIES AND CHATGPT USAGE AMONG UNDERGRADUATES
DOI:
https://doi.org/10.55197/qjssh.v7i1.1071Keywords:
learners, online, reading strategies, ChatGPTAbstract
In this technology-enhanced world, learners are open to depending on technology to enhance their learning. In doing so, learners become motivated to improve their knowledge and enhance their learning. With the advancement of technology, online reading has taken a new form. Strategies for online reading are anchored in two main existing theories. The first is self-regulated learning, where online reading requires self-regulated learning skills, which include setting goals, managing time, and seeking help when needed. ChatGPT provides engagement between learners and the content of the text. This study explores the perception of learners on their use of online reading strategies and ChatGPT usage. 102 students participated in this quantitative study. The instrument used is a questionnaire with two main variables: online reading strategies and ChatGPT usage. Findings show that learners perceive their online reading strategies and use of ChatGPT. There was a significant difference in online reading strategies across perceived reading proficiencies. There is also a significant relationship between online reading strategies and ChatGPT usage. The findings of this study add to the existing body of knowledge on online reading and ChatGPT use among students. Results of this study bear interesting implications in the teaching and learning of online reading strategies.
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