Bringing extensive reading and reading strategies into the Taiwanese junior college classroom Shih, Ying-Chun Chern, Chiou-lan Reynolds, Barry Lee 2020-05-22T02:27:50Z 2020-05-22T02:27:50Z 2018-04
dc.description.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.
dc.identifier.doi 10125/66742
dc.identifier.issn 1539-0578
dc.publisher University of Hawaii National Foreign Language Resource Center
dc.publisher Center for Language & Technology
dc.subject extensive reading
dc.subject reading proficiency
dc.subject reading strategies
dc.subject adolescent literacy
dc.subject instructional intervention
dc.title Bringing extensive reading and reading strategies into the Taiwanese junior college classroom
dc.type Article
dc.type.dcmi Text
local.rfl.topic Extensive Reading
prism.endingpage 151
prism.number 1
prism.startingpage 130
prism.volume 30
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