Chinese College Students’ English Reading Comprehension in Silent and Loud Reading-Mode

Yan Jiang

English Language Teaching, 2015, vol. 8, issue 4, 24

Abstract: In language teaching, emphasis is usually placed on students’ reading comprehension, because reading comprehension remains one of the main important factors for their English language learning. Research shows, however, that reading comprehension is a sophisticated process and many students have met difficulties in constructing meaning from writing context. This current study, by comparing silent reading mode and loud reading mode, attempts to find out their respective effects on Chinese college students’ reading comprehension. There was a 16-week experiment on 29 sophomores, who were divided into experimental and control groups. Data were elicited through conventional process of language experiment. Besides these quantitative data, an interview was designed to collect students’ attitudes and opinions as qualitative data. All the results indicate that silent reading-mode significantly improves participants’ reading comprehension while aloud reading-mode does not reveal the same findings.

Date: 2015
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/46807/25253 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/46807 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:8:y:2015:i:4:p:24

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().