Improving Reading Performance for Non-English-Majored Graduate Students: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Reading Strategy Instruction and Internet-Based Language Laboratory SupportReportar como inadecuado




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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.

KEYWORDS

KWL Plus Model, Reading Strategy Instruction, Internet-Based Language Laboratory

Cite this paper

Lou, Y. and Xu, P. 2016 Improving Reading Performance for Non-English-Majored Graduate Students: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Reading Strategy Instruction and Internet-Based Language Laboratory Support. Creative Education, 7, 325-332. doi: 10.4236-ce.2016.72033.





Autor: Yougen Lou1, Pei Xu2

Fuente: http://www.scirp.org/



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