| Summary: | 碩士 === 國立臺灣師範大學 === 英語研究所 === 91 === This thesis explores EFL reading behaviors of senior high school students in Taiwan. Think-aloud technique, a specific type of verbal report, was used to see how it affected L2 reading comprehension and metacognitive awareness. Three different EFL language proficiency groups of 42 female senior high school students were paired up to do pair think-alouds. After training, which consisted of modeling and practicing, the reading pairs were asked to use the think-aloud technique to read six articles together. Pre-tests and post-tests were taken by all participants. Moreover, a metacognitve questionnaire was also administered before and after the pair think-aloud procedures to tap the change in participants’ metacognitive awareness before and after the intervention of the pair think-aloud procedures. Statistical analyses were performed on pre-test and post-test scores of all participants. A comparison was made between high-proficiency group and low-proficiency group. At last, participants’ response questionnaires were also analyzed.
Significant differences were found between all participants’ and low-proficiency group’s pre-test and post-test scores. It was found that the pair think-aloud procedures could benefit all participants’ L2 reading comprehension ability and it facilitated low-proficiency group more than high-proficiency group. For all participants’ metacognitive awareness, significant differences were found. From the response questionnaire, it was found that the majority of the participants thought this activity was helpful to their L2 reading and would suggest including this activity in their English classes.
Although certain disadvantages were found in using the pair think-aloud procedures in L2 reading, it still could improve the reading comprehension of all participants. Therefore, pair think-aloud was suggested as a viable approach to enhance Taiwanese EFL senior high school students’ reading. Moreover, the fact that low-proficiency group benefited more from this activity indicated that pair think-aloud can be used to help learners who need remedial instruction in reading.
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