Abstract:

Cybergenres are a key issue in the new media age that can help to develop different reading modes in a digital format, i.e. how people read and share their experience in the Internet (‘wreading competence’). ICTs have become an integral part of our lives and are producing an immense impact on how we access information and interact with others.
The present work is focused on the need to integrate research on digital genres, digital literacies and autonomous language learning, in order to come up with a sound framework for the design of an online language learning task that promotes autonomy (Villanueva, Luzón & Ruiz, 2008).
The main purposes of our research are twofold: (a) study the possible relationship between modes students use when they face tasks that require a full management of information on the web; and (b) study the relationship between different digital texts and different ways of implementing browsing-reading and navigating modes.

Keywords:

Digital genres, digital literacies, autonomous language learning, on-line language learning task.