Abstract
In language teaching, emphasis is usually placed on students’ reading comprehension, because reading comprehension remains one of the main important factors for their English language learning. Research shows, however, that reading comprehension is a sophisticated process and many students have met difficulties in constructing meaning from writing context. This current study, by comparing silent reading mode and loud reading mode, attempts to find out their respective effects on Chinese college students’ reading comprehension. There was a 16-week experiment on 29 sophomores, who were divided into experimental and control groups. Data were elicited through conventional process of language experiment. Besides these quantitative data, an interview was designed to collect students’ attitudes and opinions as qualitative data. All the results indicate that silent reading-mode significantly improves participants’ reading comprehension while aloud reading-mode does not reveal the same findings.
Highlights
Among the academic domains reading has always been the core in systematic research of English teaching and learning
All the results indicate that silent reading-mode significantly improves participants’ reading comprehension while aloud reading-mode does not reveal the same findings
The primary purpose of the current study was to explore the relationship among oral reading mode, silent reading mode, English reading comprehension, and English achievement in Chinese English college students, to determine if their English comprehension and achievement were systematically affected by reading mode
Summary
Among the academic domains reading has always been the core in systematic research of English teaching and learning 2006), because students require information and concepts through the process of reading comprehension. Students who display poor reading skills are more likely to encounter difficulties in many academic areas, such as English learning. For foreign language learners, reading is one of the most important skills to learn, which can advance learners to build their vocabulary and establish their enduring learning and improvement in language learning. According to Ahmadi and Hairul (2012), reading comprehension exists as an important factor in EFL learning process and people should pay enough attention to reading at different levels. Many students in China have major difficulties with English reading comprehension even after years of learning the English language. Reading research has long been interested in various aspects that affect reading comprehension, such as in reading modes
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