Effects of Multi-text Reading Teaching Technique on Students’ Chinese Reading Abilities at a Chinese Senior High School
Article Sidebar
Main Article Content
Abstract
Reading is considered an important skill in language learning. This study aimed to 1) study the effects of multi-text reading on students' reading abilities in a Chinese reading course, and 2) explore the satisfaction of high school students in a Chinese reading course with multi-text reading teaching technique. The study was conducted at a high school in Zaozhuang, China. There were six classes each of which had 20 students. The sample group was selected using convenience sampling. The class was taught for ten lessons with multi-text reading technique. The research adopted a one group Pre/Post test experimental design. The Pre-test was given before the course began and the Post-test was given at the end of the course. The 20 students who participated in the study were asked to fill out a 15-item questionnaire to show their satisfaction of the lessons. Besides the questionnaire, structured interviewing was adopted with six volunteers to collect data about their thoughts and feelings about multi-text reading technique. The findings of the study revealed that the students in the experiment improved their reading skills through multi-text reading teaching (Pre-test=11.5 and Post-test=19.5. with the p value of 0.01) The interview responses pointed out that multi-text reading made them enjoy reading more and that multi-text reading had a number of benefits.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Aebersold, J. A. & Field, M. L. (1997). From reading to reading teacher: Issues and strategies for second language classrooms. Language Classrooms. Cambridge University Press.
Amin, R. (2019). Developing reading skills through effective reading approaches. International Journal of Social Sciences Humanities, 4(1), 35-40.
Ankram, J. W. & Myers, M. (2018). Explicit vocabulary instruction in kindergarten case studies of students with and without language disorders. Early Childhood Education Journal, 46, 683-691. http://doi.org/10.1007/s10643-018-0896-8
Buherfuss, R., Kim, T. & Kendeou, P. (2020). Reading comprehension from Oxford Research Encyclopedia Education. Oxford University Press, p. 1-24.
Cromley, J., Andrea, K. & Dane, A. P. (2021). Multi-text Multi-modal reading processes and comprehension. Learning and Instruction, 71, 101403.
Cui, Y., Liu, T., Chen, Z., Wang, S. & Hu, G. (2016). Consensus attention-based neural networks for Chinese reading comprehension. In Proceedings of COLING, 2016, the 26th International Conference on Computational Linguistics: Technical Papers, 1777-1786.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Jiang, X. (2016). The role of oral reading fluency in ESL, Reading comprehension among learners of different first language backgrounds. The Reading Matrix, 16(2). 227-242.
Junbo, O & Paciente, J. N. (2024). Effective strategies for improving Chinese reading. Comprehension, 13(4), 6-9.
Kamps, D., Abbotts, M, Greenwood, C., Willis, H., Veerkamp, M. & Kaufman, J. (2008). Effects of small-group reading instruction and curriculum differences for students most at risk in n kindergarten: Two-year results for secondary and tertiary-level interventions. 41(2), 1-1-114. https://doi.org/10.1177/0022219407313412
Kovacs, G. (2018). Reading strategies, reading comprehension, and translation. Acta Universitatis Sapientiae, Philologica, 10(2). 55-67. https://doi.org/10.2478/ausp-2018-0013
Li, M. (2018). A Study on the influence of non-intelligence factors on college students’ English learning achievement based on C4.5 Algorithm of Decision Tree. Wirel. PZers. Commun. 102, 1213-1222. https://doi.org/10.1007/s11277-017-5177-0
Litchtman, M. (2014). Qualitative for the social sciences. SAGE.
Luo, L.J. (2015). Group reading: “from reading in writing” to “can read”. Education and Science Forum.
Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Stenhouse.
Pradani, A. N. (2021). The importance of reading to expand knowledge. http://www.researchgate.net.publication/352020734_THE_IMPORTANCE_OF_READING_TO_EXPAND_KNOWLEDGE.
Prapakaran, K. (2018). Importance of reading. http://www.researchgate.net/publication/335368867 _Importance_of_Reading
Rashotte C A, Macphee K & Torgesen J.K. (2001). The effectiveness of a group reading instruction program with poor readers in multiple grades. Learning Disability Quarterly, 24(2), 119-134.
Robb, T. (2002). Extensive reading in an Asian context: An alternative view. Reading in a Foreign Language, 14(2). 146-147. http://nflre.hawaii.edu/rfl/Octo-ber2002/discussion/robb.pdf
Robb, T. N. & Ewert, D. (2024). Classroom-based Extensive Reading: a review of recent research.
Language Teaching, 1-30. DOI: 10.1017/S0261444823000319
Rovinelli, R. J.& Hambleton, R. K. (1977). On the use of content specialists in the assessment of criterion-referenced test item validity. Tijdsthrift voor Onderwijsresearch, 2(2), 49-60.
Rumelhart, D. E. (1977). Toward an interactive model of reading: Theoretical models and processes of reading, Newark, D.E. International Reading Association, 722-750. http://doi.org/10.1111/j1540-4781.1989.tb05321.x
Srisaard, B. (2002). Chapter 3-Research methodology. http://etheses.psru.ac.th/libirpsru/sites/default/files/site/default/thesis/ch3-_6.pdf
Taylor, B. & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students' comprehension and production of expository text. Reading Research Quarterly, 19(2), 134–146.
Theeravit, K. (2018). Chinese language teaching and learning in Thailand. https://www.bangkokpost.com/learning/learningnews/373584/teaching-Chinese-in-Thailand
UK Essays. (2018). Impacts and importance of new product development marketing essay. https://www.ukessays.com/essays/marketing/impacts-and-importance-of-new-product- development-marketing-essay,php?vref=1
Wagstaff, J. V. (2020). Benefits of the habits of reading: Marriott Student Review, 3(4), 1-6. https://scholararchive.byu.edu/cgi/viewcontent.cgi?article=1254&context=mariottstudentreview
Wang, Y. & Yu, C. (2017). Social interaction-based consumer decision-making model in social commerce: the role of word of mouth and observational learning. International Journal of Information Management, 37(3), 179-189.
Yu, J. (2015). Analysis of critical reading strategies and its effect on college English reading. Academy Publication, 5(1), 134-138. http://dx.doi.org/10.17507/tpls.0501.18
Zhou, H. (2022). Analysis of traditional festivals in teaching as a foreign language. Cultural Industry, (06). 64-66.
Zhou, X. (2011). The current situation and analysis of foreign students studying in regular classes in primary and secondary schools: Based on the Investigation of 11 Schools in Shanghai. Shanghai Research on Education, 3, 28-31.
Zhou, Y. N. (2009). Research on fragmented reading strategies for college students. Journal of Taiyuan City: Vocational and Technical College, 4, 146-147. https://doi.org/10.16227/ j.cnki.tyes.20190299
Zhou, Y. N. (2019). Research on fragmented reading strategies for college students. Journal of Taiyuan City Vocational and Technical College, 4, 146-147. http://doi.org/10.16227/j.cnki.tyes.2019.0299