This paper examines the construction of reader identity experienced by third-year English majors while taking the online course “Research-based English reading” in a Chinese university. The researcher draws on questionnaires, semi-structured interviews and students’ journals collected during a whole semester, and uses thematic analysis to process the data. It is found that most students experienced the identity shift from a reader who regarded reading academic papers reporting empirical studies as a totally alien activity to a confident and capable reader who could navigate databases to find academic papers they need and read them for the gist. The study also reveals that integration of technology in the course provided students with more access to individualized learning opportunities and facilitated the construction of their academic reader identity. This study will contribute to the understanding of undergraduates’ academic reading experience and the teaching of academic reading.
Key words: reader identity; academic reading; online learning
 

reader identity,academic reading,online learning