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Questioning the Author
|Other Titles:||Effects on Recall, Inference Generation and Responses to Questions by EFL Junior High School Students|
|Publisher:||國立臺灣師範大學英語文教學中心、Airiti Press Inc.|
This study investigated the effects of Questioning the Author (QtA) on the reading comprehension of junior high school students in Taiwan. The participants were sixty-two ninth graders from two classes in a junior high school in Taipei City. The experimental group consisted of 31 students from one class, and the control group was comprised of 31 students in another class. The experimental group received instruction in QtA. For the control group, the instructor utilized a traditional lecture approach. The intervention was done in two periods per week for five consecutive weeks. Two measures, written recall and open-ended questions, were used in the pretest and posttest to assess three dimensions of comprehension-recall, inference generation in recall and responses to Open-ended Questions. Written recall was used to measure the effect of QtA lessons on the memory of text and on three levels of inference generation: reader-based, text-based and incorrect inferences. The open-ended questions were employed to assess the effects of QtA lessons on students' answers to factual, interpretive or responsive questions. ANCOVA analyses on the three dimensions of the measures show that: (1) there was no significant difference between groups on written recall, (2) the experimental group produced significantly more reader-based inferences and (3) the experimental group performed significantly better than the control group on interpretive questions.
|Appears in Collections:||教師著作|
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