2009 二上論文寫作期刊上台報告

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2009 二上論文寫作期刊上台報告

  1. 1. 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
  2. 2. <ul><li>Dreyer, C., & Nel, C. (2003). Teaching reading </li></ul><ul><li>strategies and reading comprehension within </li></ul><ul><li>a technology-enhanced learning environment. </li></ul><ul><li>System, 31 (3), 349-365. </li></ul>
  3. 3. Contents Introduction 1 Methodology 2 Results 3 Reflection 4
  4. 4. Introduction <ul><li>The ability to read academic texts is </li></ul><ul><li>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. </li></ul><ul><li>(Levine et al, 2000) </li></ul>
  5. 5. 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 Inefficient strategies use
  6. 6. Introduction <ul><li>For students to become motivated strategic strategy users, they need systematically orchestrated instruction or training. </li></ul><ul><li>(Alexander, 1996) </li></ul>
  7. 7. Introduction Flexible learning Information technology Cost-effective and accessible higher educational program in learner-centered approach
  8. 8. Introduction Strategic reading Instruction component Interactive study guides Contact sessions Varsite English for Professional Purposes course offered at Potchefstroom: 1 2 3
  9. 9. Introduction Announcement section Electronic study guide Assessment section Interaction with peers and instructor Assignment and resource section Varsite
  10. 10. Research Questions What doe the reading comprehension and reading strategy use profile of first-year students at Potchefstroom University look like?
  11. 11. 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 ?
  12. 12. Methodology A quasi-experimental Non-randomized control Group design Duration: 13 weeks 131 first-year English as a Second Language students taking the English for Professional Purposes course participated in this study
  13. 13. 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
  14. 14. 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 1 2 3 4 Reading comprehension test in English for Professional Purposes Reading comprehension test in Communication Studies Instrumentation
  15. 15. Methodology Analysis To determine if there were difference in the mean scores of first-year students on selected variables To determine if the mean differences were practically significant T-test Cohen’s effect size d
  16. 16. Result <ul><li>The experimental group differed statistically, as well as practically significantly, from the control group on all the reading comprehension measures </li></ul>
  17. 17. Result <ul><li>The successful students differed statistically, as well as practically significantly, from the at-risk students on all the reading comprehension measures </li></ul>
  18. 18. Result <ul><li>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 </li></ul>
  19. 19. Result <ul><li>Successful students were active in the processes that occurred before reading , during reading and after reading </li></ul>
  20. 20. Result <ul><li>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 </li></ul>
  21. 21. Reflection <ul><li>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. </li></ul>
  22. 22. Reflection <ul><li>Teachers should take more cautious approach when using the Internet. </li></ul><ul><li>It is worth to conduct similar research in Asian countries in the future. </li></ul>
  23. 23. Thank You !

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