Transcript
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Teaching reading strategies and reading comprehension within a technology-
enhanced learning environment
Presenter: York Chi 戚禎祐Instructor: Dr. Pi-Ying Hsu
Date: October 15, 2009
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Dreyer, C., ＆ Nel, C. (2003). Teaching reading
strategies and reading comprehension within
a technology-enhanced learning environment.
System, 31(3), 349-365.
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Contents
Introduction1
Methodology2
Results3
Reflection4
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Introduction
The ability to read academic texts is
considered one of the most important skills that university
students of English as a Second Language (ESL) and
English as a Foreign Language need to acquire.
(Levine et al, 2000)
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Introduction
Low level of reading strategy knowledge
Lack of metacognitive control
Inexperience coming from the limited task demands of high school and University
Ineffective and Ineffective and Inefficient Inefficient
strategies usestrategies use
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Introduction
For students to become motivated strategic strategy users, they
need systematically orchestrated instruction or training.
(Alexander, 1996)
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Introduction
Flexible learning
Information technology
Cost-effective and accessible higher educational program in learner-centered approach
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Introduction
Strategic reading Instruction component
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Interactive study guides
Contact sessions
Varsite
English for Professional English for Professional Purposes course offered Purposes course offered at Potchefstroom:at Potchefstroom:
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Introduction
Announcement section
Electronic study guide
Assessment section
Interaction with peers and instructor
Assignment and resource
section
Varsite
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Research Questions
What doe the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University look like?
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Research Questions
Did the students in the experimental group who completed the strategic reading component of the English for Professional Purposes course in a technology-enhanced environment attain statistically and practically significantly higher mean scores on their end-of-semester English, Communication and TOEFL reading comprehension tests and did they differ significantly in terms of their reading strategy use ?
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Methodology
A quasi-experimentalNon-randomized control
Group designDuration: 13 weeks
131 first-year English as a Second Language students taking the English for Professional
Purposes course participated in this study
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Participants
Control group Scores for reading comprehension below 55％
Above 55 ％
Experimental group
Scores for reading comprehension below 55％
Above 55 ％
unsuccessful
successful
Unsuccessful
successful
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Methodology
TOFEL test was administered to determine the English proficiency of the students
Reading Strategies Questionnaire was used to determine students’ use of reading strategies
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Reading comprehension test in English for Professional Purposes
Reading comprehension test in Communication Studies
Instrumentation
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Methodology
T-test Cohen’s effect size d
Analysis
To determine if there were difference in the mean scores of first-year students on selected variables
To determine if the To determine if the mean differences mean differences were practically were practically significantsignificant
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Result
The experimental group differed statistically, as well as practically significantly, from the control group on all the reading comprehension measures
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Result
The successful students differed statistically, as well as practically significantly, from the at-risk students on all the reading comprehension measures
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Result
The posttest results indicated that the students in the experimental group used certain strategies statistically, as well as practically significantly more often than the successful students
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Result
Successful students were active in the processes that occurred before reading, during reading and after reading
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Result
A positive aspect related to the results indicated that the at-risk students in the experimental group showed a significant increase in both their reading comprehension scores and in their use of reading strategies
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Reflection
The integration of the use of network and language curriculum could not only facilitate the development of students’ reading strategy use, but help them to improve their reading comprehension in content subject and in their academic performance.
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Reflection
Teachers should take more cautious approach when using the Internet.
It is worth to conduct similar research in Asian countries in the future.
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