| Summary: | 碩士 === 國立臺灣科技大學 === 應用外語系 === 100 === Reading aloud has long been regarded as a beneficial way to enhance students’ language proficiency. The purpose of this study was to compare the effects of two different modes of reading aloud on the reading comprehension and vocabulary acquisition of EFL sixth graders. Students’ perspectives on English storybook read-alouds were also examined. The participants were 63 sixth graders from two intact classes in an elementary school in New Taipei City. The instruments adopted in this study included vocabulary tests, comprehension tests, a questionnaire, and an interview guide. Three English picture storybooks were used as the reading materials. The participants were randomly selected and assigned into two treatment groups, with the experimental group participating in the interactive read-aloud activities and the control group merely reading the books aloud. All the participants were required to take vocabulary tests and comprehension tests after each English storybook read-aloud. After all the tests were completed, the participants in the experimental group were required to fill out a questionnaire and 7 participants in the experimental group were randomly selected for interviews. The results implicated that interactive read-alouds can significantly enhance students’ language proficiency on measures of reading comprehension and vocabulary acquisition better than merely read- alouds. Furthermore, students also showed great enthusiasm for reading-aloud activities. In conclusion, reading aloud is a valuable teaching activity and should be widely implemented in the elementary EFL classrooms.
|
|---|
