Shih, Ying-Chun Chern, Chiou-lan Reynolds, Barry Lee
date.accessioned:
2020-05-22T02:27:50Z
date.available:
2020-05-22T02:27:50Z
date.issued:
2018-04
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.
description.provenance:
Made available in DSpace on 2020-05-22T02:27:50Z (GMT). No. of bitstreams: 1
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Previous issue date: 2018-04
endingpage:
151
identifier.doi:
10125/66742
identifier.issn:
1539-0578
identifier.uri:
http://hdl.handle.net/10125/66742
number:
1
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
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