Abstract
This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching reading with the know-want-learn (KWL) plus model to first-year non-English- majored graduate students from Yangtze University. Subjects in this study consisted of 41 non- English-majored graduate students in the control group (CG) and 41 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher- dominated approach for CG, internet-based language laboratory with KWL plus model meta-cog- nitive reading strategy instruction for EG did a better job in enhancing students’ reading skills; 2) There were significant differences between males in CG and EG and females in CG and EG; 3) Students in EG held the positive response for the combined instruction.
Highlights
In the past few years most key universities have enlarged their enrollment with the rate of 35% every year (Wang Yuwen et al, 2003), which has given rise to a serious shortage of English teachers and the difficulties to guarantee and improve the quality of college students and graduates’ academic level though English reading
The purpose of this study is to investigate the impact of integrating BLL in KWL plus model of reading strategy instruction for non-English-majored graduate students
2) Are there significant differences between males and females as a teacher-dominated approach with CG is compared with the KWL plus model of reading strategy instruction in internet-based language laboratory (IBLL) with EG?
Summary
In the past few years most key universities have enlarged their enrollment with the rate of 35% every year (Wang Yuwen et al, 2003), which has given rise to a serious shortage of English teachers and the difficulties to guarantee and improve the quality of college students and graduates’ academic level though English reading. Researchers Auerbach and Paxton (1997) observed college level ESL students who were in the beginning stages of developing their reading skills and the behaviors of these students when reading for academic purposes They concluded that these learners felt that they had to know all the words in a text in order to understand it, relied heavily on the dictionary, were unable to transfer productive LI [native language] strategies or positive feelings about reading, spent long hours laboring over sentence-by-sentence translation, and attributed their difficulties to a lack of English proficiency In order to solve the second problem (the difficulties to guarantee and improve the quality of college students and graduates’ academic level though English reading), the author tried to adopt the KWL plus model of meta-cognitive reading strategy instruction with the support of IBLL
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