Enhancing Remedial Students’ Reading Comprehension through Blended Learning of Questioning Strategies
碩士 === 雲林科技大學 === 應用外語系碩士班 === 98 === English Reading is important to college students in Taiwan because they acquire information or knowledge about the world by reading English textbooks. However, college students in Technological and Vocational Education System (TVES) are facing the challenge of c...
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| Format: | Others |
| Language: | en_US |
| Published: |
2010
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| Online Access: | http://ndltd.ncl.edu.tw/handle/50135466228643114685 |
| Summary: | 碩士 === 雲林科技大學 === 應用外語系碩士班 === 98 === English Reading is important to college students in Taiwan because they acquire information or knowledge about the world by reading English textbooks. However, college students in Technological and Vocational Education System (TVES) are facing the challenge of comprehending English. It is an urgent to enhance TVES students’ English reading comprehension. Researchers of English reading strategies have often suggested that questioning strategies enhance students’ comprehension. However, students’ reading processes are hardly observed in face-to-face reading instruction for teachers to identify students’ reading difficulties and provide scaffoldings. The purpose of this study was to investigate English remedial students’ reading progress after they activate questioning strategies in the on-site instruction incorporating the on-line system and to explore their reading process and their perceptions toward questioning through the blended learning of face-to-face and on-line instruction. There were 18 non-English majored college students selecting from 75 students who were in an English remedial class and they voluntarily signed up to participate this study. The study was conducted in a technical university in the central part of Taiwan. This study involved classroom observations, content analysis, and interviews in order to have better understanding of students’ perceptions toward blending learning of questioning strategies. Students’ reading progress was calculated by pair sample t-test and their reading process was recorded in the on-line system. Results of this study showed that blended learning of questioning strategies enhance remedial students’ comprehension. The results of the study suggest that blended learning of questioning strategies may be implemented in English reading instruction in order to train students to monitor and foster comprehension.
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