Web-Based Text Structure Instruction on Ells’ High-Order Reading Comprehension Skills

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-05-19 DOI:10.1080/02702711.2022.2094037

Zhihong Xu, K. Wijekumar, Shuqiong Lin, Xinyuan Yang, Bo Nan

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引用次数: 0

Abstract

ABSTRACT The difficulties with developing high-order reading comprehension skills negatively impact academic success across fields. The current study investigated whether the text structure strategy instruction, delivered through the Intelligent Tutoring of Structure Strategy (ITSS) to adult English learners as a foreign language (EFL), can improve reading comprehension, especially their higher-order reading comprehension skills. With a quasi-experimental nonequivalent control group design, 61 adult Chinese EFL learners from two classes were assigned to experimental or control groups. The experimental group utilized the ITSS to support their English reading instruction, whereas the control group was provided with the traditional instruction. Our results indicated that the web-based text structure instruction had a statistically significant positive effect on Chinese EFL learners’ reading comprehension (β = 3.22, p < 0.05). Furthermore, we confirmed our hypothesis that text structure intervention was a significant predictor for inferential (β = 0.91, p < 0.05) and evaluative (β = 1.06, p < 0.05) subskills of comprehension, but not for literal subskills (β = 1.25, p > 0.05). Based on these results, research and pedagogical implications of this study are discussed.

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基于网络的文本结构教学对学生高阶阅读理解能力的影响

发展高阶阅读理解技能的困难对各领域的学术成功产生负面影响。本研究旨在探讨通过结构策略智能辅导(ITSS)对成人英语学习者进行语篇结构策略指导是否能提高其阅读理解能力，尤其是高阶阅读理解能力。采用准实验非等效对照组设计，将61名中国成人英语学习者分为实验组和对照组。实验组使用ITSS进行英语阅读教学，对照组使用传统教学。结果表明，基于网络的文本结构教学对中国英语学习者的阅读理解有显著的正向影响(β = 3.22, p 0.05)。在此基础上，讨论了本研究的研究意义和教学意义。

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.