Using Interactive Picture-Book Read-Alouds with Middle School EFL Students

Autor/in	Sun, Chia-Ho
Titel	Using Interactive Picture-Book Read-Alouds with Middle School EFL Students
Quelle	In: English Language Teaching, 13 (2020) 7, S.130-139 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Middle School Students; English Language Learners; Grade 7; Picture Books; Oral Reading; Teaching Methods; Intervention; Interaction; Program Effectiveness; Student Attitudes; Reading Attitudes; Prior Learning; Inferences; Word Recognition; Student Motivation; Foreign Countries; Second Language Learning; Taiwan + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Picture book; Bilderbuch; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Vorkenntnisse; Inference; Inferenz; Worterkennung; Schulische Motivation; Ausland; Zweitsprachenerwerb
Abstract	The current study investigated the effects of interactive picture-book read-alouds on middle school EFL students' word inference ability and attitudes toward reading in English. To this end, two classes of seventh-grade students from a public middle school in Taiwan participated and were randomly divided into two groups: an interactive picture-book read-aloud (IPBRA) group and a control group. The intervention took place in a 40-minute morning study hall per week over a period of 10 weeks. The two groups were tested using Reading Attitude Survey (RAS) and Word Inference Assessment (WIA) two weeks before and then two weeks after the intervention was implemented to assess improvement. Results indicated that interactive picture-book read-alouds had a positive impact on EFL middle schoolers' reading attitudes and use of text and prior knowledge to infer the meanings of unfamiliar words. This study suggests that the motivating learning atmosphere of interactive picture-book read-alouds provided positive classroom environment and enabled students to have fun while interacting freely with one another, which, in turn, facilitated reading attitude changes, leading to better learning and better performance on word inference in subsequent reading activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01