Web-based language learning strategy use and training in English reading comprehension for non-English major college students in Taiwan

Most freshmen in Taiwan consider reading in English difficult. They complain about too less vocabulary, grammar and time for English reading. However, according to research, reading is the basic for all learning. Its importance on language learning cannot be underestimated. One widely recommended method of improving .earners' ability to comprehend L2 texts is explicit instruction in reading strategies. Web-based learning has been much emphasized in the age of information. Moreover, how to make effective use of reading strategies to enhance students' reading abilities and information processing is a big concern. Therefore, this study aims to investigate the effects of web-based reading strategy training and explicit face-to-face instruction of reading strategies on Taiwan's college students' reading comprehension. A quasi-experiment design was adopted. The participants of this study were 134 students from three classes, 2 experimental groups and 1 control group, at a technical university in central Taiwan. One-year explicit strategies instruction was given to all the participants in the experimental groups. The research instruments include tests of reading comprehension, the reading strategy inventory, interviews before and after training, and the questionnaires on the instructional design. The reading comprehension test of GEPT - elementary level was used as the pretest and posttest to measure the participants' reading comprehension ability before and after the raining programs. In the data analysis, the differences in the English reading comprehension tests and questionnaires between the pre-treatment and post-treatment were compared and analyzed quantitatively (descriptive statistic, paired-sample t test, and ANOVA). Additionally, some open-ended questions and focus group interviews concerning the students' responses to the strategy instruction and the on line training program were analyzed qualitatively. Results of this study showed a medium to high level use of reading strategy, especially social-affective strategies. It also indicated learners' reading strategy use generally affected their reading comprehension and providing the reading strategies was a great benefit to learners' reading processes. After the reading strategy training, learners showed the effects of reading strategy instruction on the overall improvement of English reading and literacy development. Finally, the researcher suggests the strategy instruction should be incorporated into regular English curriculum to help strengthen students' long-term and holistic strategy use.EThOS - Electronic Theses Online ServiceGBUnited Kingdo