Teacher’s Styles of Reading English Picture Storybooks Aloud in Developing EFL Children’s Story Comprehension: An Action Research

• Main Authors: Wan-Yu Liao, 廖婉妤
• Other Authors: Yen-Hui Lu
• Format: Others
• Language: en_US
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/49707866651174104720

碩士 === 中原大學 === 應用外語研究所 === 97 === ABSTRACT Researchers of language learning have often suggested that reading picture storybooks aloud would likely affect children’s language learning. However, within the extensive literature on reading aloud, comparatively little research has focused on reading aloud in second language learning. Therefore, the aim of this action research was to explore my own teaching practice in using different reading-aloud styles to promote students’ story comprehension are related. This research involves five cycles complemented within 16 weeks. Five similar-aged students with similar level of English proficiency in an English learning center participated in the study. In each cycle, the same storybook was used one day a week for three weeks; the fifth cycle was carried out for four weeks. Data were collected from videotaping of classroom activities, documentations, and teacher’s reflection journals. The results reveals that when reading the same storybook, the students benefited from the integration of the three styles in sequence along with well-planned follow-up activities in a stress-free environment. To conclude, this study provides English teachers with a better understanding of how teacher’s reading-aloud styles use relate to students’ responses.