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ERIC Number: EJ1201144
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1750-1229
Teaching Second Language Reading Comprehension: The Effects of Classroom Materials and Reading Strategy Use
Kung, Fan-Wei
Innovation in Language Learning and Teaching, v13 n1 p93-104 2019
The past decade has witnessed a plethora of research in teaching second language reading, and how to teach with efficiency has gradually gained ground in the field of Second Language Acquisition. Even though empirical studies have revealed that there is a positive correlation between students' learning motivation and learning outcome for effective reading comprehension, such a correlation has not been clearly examined in Taiwan because the nature of its reading instruction has long been exam-oriented. The question as to how to stimulate students' reading motivation still remains unknown. This study aims to bridge this gap by investigating the effects of using reading strategy instruction (metacognitive and cognitive knowledge) based on authentic reading materials for advanced EFL learners with the focus on their reading improvement and learning experience. Qualitative and quantitative analyses were conducted to explore students' reading strategy use. Results suggest that learners generally prefer metacognitive to cognitive knowledge when it comes to reading English texts, and authentic reading materials are found to heighten their learning motivation as well as attitude positively due to several salient factors. The importance of cultivating learners' second language reading strategy awareness by using appropriate reading materials in class is discussed with several pedagogical and theoretical implications.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan