Using Grounded Theory and Text Mining to Find Interesting Reading Materials for Slow EFL Learners

Abstract

Many reasons contribute to slow EFL learners. Of all the reasons which cause slow EFL learners, reading materials not appealing to learners tend to be the one to blame. In order to help teachers to find out interesting reading materials for slow EFL learners in Taiwan, this study intends to use Grounded Theory [8] and Text Mining to search for the reading materials which are appealing to slow EFL learners in Taiwan. Based on the approaches of free voluntary reading proposed by Krashen [10], and extensive reading advocated by Day and Bamford [7], the theoretical framework of this study is established. Krashen claimed that when students read for information, pleasure or problemsolving, they have acquired the essence of free voluntary reading. Day and Bamford [7] argued that extensive reading is an important way to reinforce the concept of learning to read by reading. Both of these two reading approaches put emphasis on learners' free choice of reading materials which are within their linguistic proficiency, and at the same time, are interesting to them. Eighty-three university students are the participants, who took the second-year English reading course in a summer session program in Taiwan. They failed the course in regular semesters. This is their second- or third-time taking the same course. We call them slow learners accordingly. By the employment of Grounded Theory and Text Mining, it is expected that the interesting reading materials can be discovered and provided for teachers to adopt in their instruction in classes, and to a certain extent, learners' attention to reading passages can be drawn.