Abstract
The aim of this study is to investigate the impact of the Think-Aloud Method on junior high school students' English reading proficiency and to empirically verify the effectiveness of this strategy in English learning. The Think-Aloud strategy encourages students to verbally articulate their internal thought processes during reading. This approach assists students in understanding the text and identifying difficulties they encounter while reading. The research focuses on eighth-grade students from a junior high school in New Taipei City. After an 18-week teaching and observation period, a case study was conducted using qualitative analysis to examine changes in students' English reading ability through pre- and post-tests. The findings reveal that the Think-Aloud Method significantly enhances students' reading comprehension, helping them pinpoint reading challenges and facilitating the development of their learning strategies. Additionally, the students demonstrated increased motivation toward English reading and greater confidence in tackling reading challenges. The study also discovered that integrating the Think-Aloud Method with cooperative learning or pair-based exercises was particularly effective in improving students' learning outcomes. Finally, based on the research findings, the study offers recommendations for implementing the Think-Aloud Method in English reading instruction and provides suggestions for future research, aiming to serve as a reference for educators and researchers alike.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call