Multi-text reading strategy for teaching and effectiveness evaluation

Abstract

In this study, the concept of group co-learning and multi-text reading was incorporated into the teaching of Mandarin language in the second year of a Five-year Junior College Program, and attempts were made to create a co-learning environment, design learning courses and reading and writing activities to develop and enhance students’ basic self-learning (reading and writing) skills. The teaching effectiveness was examined by testing and questionnaire feedback. In addition to comparing the results before and after teaching by the pre- and post-tests of the National College Language Proficiency Test, organized by the National Taichung University of Education, the study also used the learning feedback questionnaire to examine whether the teaching strategies were accepted by the students. The results showed that the change in the teaching strategy of Taiwanese Mandarin in the second year of Five-year Junior College Program was effective in enhancing students’ reading initiative and writing achievement, as well as in building an acceptable learning identity. Keywords: Taiwanese Mandarin, teaching, five-year junior college program, learning community, flipped teaching, reading skill, reading instruction.