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(Christine Evans Carter, Mindscapes: Critical Reading Skills and Strategies, 2nd ed. However, when you read information online, you frequently jump around from source to source using hyperlinks that direct you to a different Web page.'

'Unlike reading print sources, reading online is 'nonlinear.' When you read a book or an article in print, you follow a reading sequence-beginning at the start of the text and progressing through the text systematically.

Huang, Chern and Lin assert that L2 learnersвЂ™ personal learning styles and needs need to be considered for better reading performance. The results of their study showed that support strategies (e.g., using online dictionaries, online grammar resources, an online translation mechanism, highlighting tools and electronic notebooks) were used by the students most dominantly and contributed to their comprehension gains while global strategies (e.g., using previews, keywords and outlines of the texts, making predictions) contributed to better comprehension, particularly for low proficiency students. They invited their university students to use the reading program to read four articles online and collected data on the frequency of the studentsвЂ™ use of each of the strategy support buttons. They created an online reading program which offers four strategy types of fifteen function buttons: global strategies, problem-solving strategies, support strategies and socio-affective strategies. In a different context, Huang, Chern and Lin (2009) investigated online reading strategies of EFL learners in Taiwan and the effects of strategy use on the learnersвЂ™ reading comprehension. Based on these results, Anderson argues that metacognitive online reading strategies play an important role in L2 reading and the distinction between EFL and ESL in online reading is fading. There were significant differences in the use of problem solving strategies between the ESL readers and the EFL readers whereas no differences were found in the use of global reading strategies and support reading strategies between the two groups in the study. The results of his study showed that the online readers used problem solving strategies (e.g., adjusting reading rate, rereading difficult text, pausing to think about what one is reading) most frequently and the EFL readers reported using the problem solving strategies more frequently than the ESL readers. He used an online survey of reading strategies (OSORS) adapted from the survey of reading strategies (SORS) (Sheorey & Mokhtari, 2001 Mokhtari & Sheorey, 2002, cited in Anderson, 2003) with three categories of reading strategies: global reading strategies, problem solving strategies and support strategies. For example, Anderson (2003) examined metacognitive online reading strategies of ESL readers in the US and EFL readers in Costa Rica.

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These results have implications for language teacher education and professional development in e-learning environments.ДЄ number of studies have been conducted on online and off-line reading, particularly with a focus on online reading strategies of English as a second language (ESL) and/or English as a foreign language (EFL) learners. While most teachers preferred to read online for accessing study materials, they preferred to print out copies for more detailed reading of journal articles.

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Findings indicate that many teachers liked to download and print study materials for both physical and academic reasons.

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This article presents data from the discussion forums and investigates the teachersвЂ™ perspectives on online reading, while exploring the differences between online reading and offline reading and the advantages and disadvantages of the two forms of reading. Are language teachersвЂ™ strategies for reading electronic texts and reading printed texts different? Do language teachers have different attitudes toward reading printed texts and reading electronic texts, particularly web-based reading materials? Several groups of in-service language teachers enrolled in a postgraduate course on computer-assisted language learning offered by an Australian university were asked to respond to these questions in online discussion forums. AbstractReading online is different from reading offline.