Abstract:

The current study contributes to research on foreign/second language (L2) academic digital reading by presenting a significant case study, which seeks to investigate specific groups of international (Saudi) postgraduate students’ L2 digital academic reading practices in the UK educational context. In particular, the study scrutinises postgraduate students’ digital academic reading practices and attitudes toward digital L2 academic reading, and their use of digital aids while engaged in L2 academic reading. This study tracks Masters-level students throughout their Masters programme in the UK educational context. The L2 digital academic reading attitudes and practices of five students from four different disciplines (Health Science, Psychology, Management, and Education) are investigated at two points during their one-year Masters programmes. In addition, the study investigates the same phenomenon with 15 Saudi PhD students drawn from seven different disciplines (Computer Science, Engineering, Psychology, Management, Marketing, Health Science, and Applied Linguistics) at one period of their study in the same context. It uses questionnaire, think-aloud protocol, field notes, stimulated recall, and semi-structured interviews to collect data. The data is analysed qualitatively. The results of the study will present the L2 digital academic reading practices of postgraduate students in the UK context. The study’s aim is to enhance students’ L2 digital academic reading practices.

Keywords:

EFL: English as a foreign language, ESL: English as a second language, L2: foreign/second language.