| Summary: | 碩士 === 國立成功大學 === 教育研究所 === 103 === An Empirical Study on the effects of integrating a
Student-Generated Questions Strategy into Reading Instruction on
Elementary Student Learning
Nien-Chou Wu
Fu-Yun Yu
Institute of Education
SUMMARY
Integrating teaching strategies in reading curriculum to enhance its effectiveness of is
still an important educational issue nowadays in current education. In light of its on
student-centered, meaning construction and integration of personal experiences,
teaching students a student-generated questions strategy while engaged in reading for
the promotion of reading was the focus of this study.
Keywords ： student-generated questions strategy, learning-experience, reading
motivation, reading curriculum, reading self-efficacy
INSTRODUCTION
In specific, this study was aimed to the impacts of a student-generated questions
strategy on reading motivation, self-efficiency in reading, learning experiences
associated with the integrated task and reading capacity and attitudes.
MATERIALS AND METHODS
One-group pre-posttest experimental research design was adopted.Thirty-two students
from one fifth-grade class in Tainan city were invited to participate in this study that
lasted seven weeks.During the study, students were exposed to different
question-generation activitie.Instruments adopted in the study included Reading
Motivation Scale, Reading Self-Efficacy in Reading Scale and Learning Experience
Scale. In addition, to understand the impacts of the student-generated questions
strategy for the promotion of students' reading capacity, student weekly report was
collected and analyzed.
RESULTS AND DISCUSSION
Major findings of this study included of the following：
1. The student-generated questions strategy did not have significant effects on
students' reading motivation.
2. The student-generated questions strategy had significant effects on students'
reading self-efficacy.
3. The student-generated questions strategy had significant effects on students'
satisfaction and learning ability toward the exposed learning activity and the
integration of the student-generated question strategy did lead to significantly less
anxiety level in reading.
4. The student-generated questions strategy helped to enhance students' reading skills,
reading comprehension, reading interest and students' liking of reading curriculum.
To sum up the above-mentioned, this research has proposed the following suggestions in respect of reading teaching and research in the future in order to serve as reference for the subsequent studies.
I. Suggestions for Reading Teaching
1. Adequacy for Question-Generation to Get along with Teaching Time
In this study, the researcher combined teaching of reading with student question-generation. The weakness is that, within the duration of one class, it is difficult to arrange teaching of Student-Generated Questions Strategy. In addition, in the 15 minutes' teaching of Student-Generated Questions Strategy, it is hard for the students to well control each strategy, so is it for the students to soundly develop their self-efficacy. If more teaching time can be given to each strategy, the students will be able to sufficiently grasp the spirit of Student-Generated Questions Strategy.
2.The Practicability of Application Order of Integrating Student Question Generation Strategies into Reading Teaching
Regarding the practicability of student question-generation strategies, since the Signal Words are the best way to represent who, what, when, and where with, they become the optimal base-point for the students to enter into systematic reading from viewing reading. Besides, with respect to the reading question-generation, signal words are the part that can be designed the most effortlessly.
II. Suggestions for Research in the Future
1. Inclusion of the Contrast Group
Restricted by the class design in the experimental school, this research merely adopted one class as the Experimental Group. For the research in the future, it is suggested that they add the Contrast Group in order to compare the differences between Student Question-Generation Strategies and other teaching strategies.
II. Inclusion of Reading Behavior Variable
Similarly, due to the factor of the text, this research only had the students reading single book. However, in order to check whether teaching of question-generation strategies can stimulate the students to read different types of books and raise their reading frequency, the question-generation strategies can integrate various types of books, and incorporate with teaching and the school library. In the future, if the research can extract the students' book borrowing behaviors, the impact of question-generation strategies on reading behaviors (e.g.: reading amount, reading scope, and reading interest) will be further examined.
III. Further Exploration of the Effects of Other Question Strategies on Reading Teaching
This research just selected five Student Question-Generation Strategies for teaching. In the future, the researchers may design reading courses by pairing different texts with particular question-generation strategy to further probe into the effects.
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