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The Relationship between English Reading Strategies Teaching and Taipei Junior High Students’ English Extra-curricular Reading Behavior
English extra-curricular reading
English reading strategies teaching
The purpose of this study was to explore the current status of junior high students’ English extra-curricular reading behavior and English reading strategies teaching. The differences of junior high students’ English extra-curricular reading behavior under different personal background variables and school’s environment variables were analyzed. The relationship between students’ English extra-curricular reading behavior and English reading strategies teaching was investigated. The questionnaire survey was mainly utilized for data collection and analysis. The participants of this study were 604 8th grade students at Taipei municipal junior high schools. The instrument was “The Questionnaire of Taipei Junior High Students’ English Extra-curricular Reading Behavior and English Teachers’ English Reading Strategies Teaching”. The data were statistically treated by means, standard deviations, t-test, one-way ANOVA , Scheffe method for multiple comparisons, and Pearson product-moment correlation. To prove the results of the questionnaire survey, the researcher of this study interviewed one of the participants’ English teachers. The main findings of this study were as follows: 1. The current status of junior high students’ English extra-curricular reading behavior was at lower-medium level. 2. The current status of junior high teachers’ English reading strategies teaching was at medium level. 3. Students of different genders, English scores, family social economic status, family resources, and English learning experiences were significantly different in their English extra-curricular reading behavior. 4. Students of different school sizes were significantly different only in their English extra-curricular reading skills. 5. Students of different school regions were not significantly different in their English extra-curricular reading behavior. 6. There was positive significant correlation between junior high students’ English extra-curricular reading behavior and English reading strategies teaching. Finally, based on the conclusions of this study, some suggestions were offered to junior high English teachers and future studies.
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