Effects of Discourse Structure Graphic Organizers on EFL Reading Comprehension

Autor/in	Jiang, Xiangying
Titel	Effects of Discourse Structure Graphic Organizers on EFL Reading Comprehension
Quelle	In: Reading in a Foreign Language, 24 (2012) 1, S.84-105 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Majors (Students); Reading Comprehension; Reading Ability; Reading Instruction; English (Second Language); Teaching Methods; Second Language Learning; Second Language Instruction; Program Effectiveness; Instructional Materials; Language Tests; Task Analysis; Pretests Posttests; College Students; China; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Leseverstehen; Reading competence; Lesekompetenz; Leseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language test; Sprachtest; Aufgabenanalyse; Collegestudent
Abstract	This study investigated the effects of a 16-week reading instruction program with discourse structure graphic organizers (DSGOs) on the development of English reading comprehension among college-level English as a Foreign Language (EFL) students. A total of 340 first and third semester students of non-English majors at a Chinese university participated in this study. A DSGO completion test and a TOEFL (Test of English as a Foreign Language) reading comprehension test were administered before, immediately after, and 7 weeks following the instructional treatment. The results showed that the DSGO instruction significantly improved discourse comprehension as measured by the DSGO completion task, and the effect was retained 7 weeks after the instructional treatment. Significant improvement was also observed in the general reading ability as measured by TOEFL reading comprehension in the immediate posttest, but the effect did not persist in the delayed posttest. These findings apply to both the first and third semester students. Pedagogical implications of the DSGO instruction are discussed. (Contains 3 tables.) (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10