Sustained Silent Reading in EFL Reading Classroom- A Case Study of Junior High School Students in Taiwan

• Main Authors: Ying-yun Hsu, 許熒云
• Other Authors: Dr. Yu-ling You
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/87656397581233956501

碩士 === 國立彰化師範大學 === 英語學系 === 98 === Abstract The reading instruction in Taiwan is often teacher-centered, intensive, bottom-up, and skill-based. Due to the English curriculum in Taiwan, the pleasure of English reading is usually ignored. The present study aims to investigate the effect of a Sustained Silent Reading program on junior high school students’ reading behavior and to change and set up an ideal Sustained Silent Reading program model in Taiwan. A total of 35 seventh graders in a public junior high school in Taichung participated in the study. By practicing SSR in a convenient-sampling class for a semester, and through one reading behavior questionnaire before and after SSR, and one feedback questionnaire after SSR. The data was computed and analyzed by using the Statistical Package for Social Science (SPSS) for WindowXP, a researcher’s journal, and colleagues’ interview, whose data was transcribed, categorized, and summarized. The major findings were summarized as follows: firstly, SSR did have a positive impact on most junior high school students’ reading behavior. Secondly, all the students gave positive feedbacks for SSR, which meant that they liked SSR, they learned from SSR, and they expected more SSR. Finally, an ideal model of SSR has been suggested in the study. According to the findings of the study, it is suggested that junior high school teachers can adopt SSR as an alternative of their English reading instruction, and it is hoped to provide some suggestions for further studies about SSR.