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

Date
2018-04
Authors
Shih, Ying-Chun
Chern, Chiou-lan
Reynolds, Barry Lee
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Volume
30
Number/Issue
1
Starting Page
130
Ending Page
151
Alternative Title
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.
Description
Keywords
extensive reading, reading proficiency, reading strategies, adolescent literacy, instructional intervention
Citation
Extent
Format
Geographic Location
Time Period
Related To
Rights
Rights Holder
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.