THE EFFECTS OF SELF-QUESTIONING AND PERCEPTIONS ON LEARNING READING COMPREHENSION OF THE EFL STUDENTS AT A UNIVERSITY LEVEL

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Thach Son Le, Nam Nguyen Thi Phuong, Thi Ngoc Minh Thuy

Ngôn ngữ: eng

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2024

Mô tả vật lý:

Bộ sưu tập: Báo, Tạp chí

ID: 392598

Thêm vào giỏ Liên kết toàn văn

Nghiên cứu này nhằm xác định tác động của việc tự đặt câu hỏi đến khả năng đọc hiểu của sinh viên học tiếng Anh như một ngoại ngữ- trình độ tiền trung cấp và khám phá nhận thức của các em về việc học đọc hiểu bằng cách tự đặt câu hỏi. Một thiết kế bán thực nghiệm đã được thực hiện giữa hai nhóm gồm 68 sinh viên Việt Nam trình độ tiền trung cấp trong lớp học đọc hiểu kéo dài chín tuần bằng cách sử dụng các câu hỏi tự đặt và do giáo viên đặt ra. Công cụ nghiên cứu được sử dụng là các bài kiểm tra trước và sau về đọc hiểu, viết và một bảng câu hỏi gồm 28 câu. Kết quả nghiên cứu cho thấy việc tự đặt câu hỏi có tác động tích cực đến khả năng đọc hiểu. Số liệu từ bài kiểm tra trước và sau cho thấy có sự khác biệt đáng kể giữa nhóm tự đặt câu hỏi và nhóm câu hỏi do giáo viên đặt ra đối với khả năng đọc hiểu, đặc biệt là hiểu về địa phương, và viết liên quan đến đoạn đọc. Dữ liệu từ bảng câu hỏi cũng cho thấy sinh viên có nhận thức tích cực về việc học bằng cách tự đặt câu hỏi. Nghiên cứu đề xuất rằng việc tự đặt câu hỏi nên được sử dụng để cải thiện khả năng đọc hiểu của sinh viên học tiếng Anh như một ngoại ngữ- trình độ tiền trung cấp.This study aimed to determine the effects of self-questioning on pre-intermediate EFL students’ reading comprehension and explore their perceptions of learning to read with self-questioning. A quasi-experimental design was carried out among two groups of sixty-eight Vietnamese pre-intermediate students over a nine-week reading course using self-questioning and teacher-posed questions. The research instruments used were pre-and-post tests for reading comprehension, writing, and a questionnaire consisting of 28 items. The results of the study showed that self-questioning had a positive effect on reading comprehension. Data from the pre-test and post-test indicated that there were significant differences between the self-questioning group and the teacher-posed questions group in reading comprehension, especially local comprehension and writing related to the reading passage. The data from the questionnaires also revealed that the students had a positive perception of learning with self-questioning. The study suggested that self-questioning should be employed to improve the reading comprehension of pre-intermediate EFL students.

1. Đọc trực tuyến

1. Đọc trực tuyến

Tạo bộ sưu tập với mã QR