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ERIC Number: ED573142
Record Type: Non-Journal
Publication Date: 2014-Jan
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-2148-3868
The Effects of Reading Strategy Instruction via Electronic Storybooks on EFL Young Readers' Reading Performance
Fu, Yu-Ju; Chen, Shu-Hui; Wey, Shyh-Chyi; Chen, Shu-Chu
Online Submission, International Journal of Contemporary Educational Research v1 n1 p9-20 Jan 2014
The prevalence of web-based applications and the use of multimedia in school make learning and teaching through the Internet a popular method in education (Ferdig, 2005). To keep in line with the trend, the purpose of the study was to explore the effects of reading strategy instruction via electronic storybooks on EFL elementary school students' reading comprehension, their strategy use and their viewpoints toward electronic storybooks-based reading strategy instruction. Fifty-seven Taiwanese EFL fourth graders from two intact classes were chosen, and assigned as an experimental group and a control group. The experimental group received a ten-week reading strategy instruction whereas the control group did not engage in any strategy training. The experimental group were taught seven reading strategies, which were practiced in small groups. The instruments included one STYLE proficiency test, five reading comprehension tests, and questionnaires of strategy use and an attitude questionnaire toward e-books based reading strategy instruction. Results indicated that after reading strategy instruction, the experimental group performed better than the control group in story comprehension, but without significance. However, they significantly outperformed the control group in strategy use. Also, the experimental group had positive attitude toward e-books based reading strategy instruction. Pedagogical implications were provided.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan