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Bringing extensive reading and reading strategies into the Taiwanese junior college classroom

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Title:Bringing extensive reading and reading strategies into the Taiwanese junior college classroom
Authors:Shih, Ying-Chun
Chern, Chiou-lan
Reynolds, Barry Lee
Keywords:extensive reading
reading proficiency
reading strategies
adolescent literacy
instructional intervention
Date Issued:Apr 2018
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:An intact 10th grade English as a Foreign Language vocational business junior college reading intervention class (n = 52) received 16 weeks of integrated reading strategy instruction with extensive reading while an intact traditional class (n = 48) received traditional intensive reading instruction with extensive reading. The intervention class showed reading proficiency improvements and increased use of reading strategies, especially strategies activating background knowledge. Furthermore, reading proficiency could be differentiated by learners’ use/disuse of context to aid reading comprehension. Outcomes shed light on English reading instruction in Taiwan and offer language teachers an alternative to the traditional approach. Guidelines helpful in designing quality instructional procedures to improve vocational school students’ reading proficiency and pedagogical implications for reading strategy instruction in the global language classroom are discussed.
Appears in Collections: Volume 30, No. 1

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