The Effect of Questioning Instruction and Student-Generated Questions Strategy on the Eighth Graders’ Reading Literacy—An Action Research

• Main Authors: Szu-Hsien Liu, 劉思嫻
• Other Authors: Chun-Ping Wu
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/44287261048148377422

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 104 === In the 2009 PISA exam, Taiwanese students have poorer performance in reading than students in Hong Kong and Shanghai, especially in the categories of reflection and evaluation. Further examining their reading strategies, Taiwanese students show lower performance in the aspects of controlling and summarizing. Prior studies suggested that questioning instruction may guide students to think the reading from different perspectives while the student-generated question strategy may improve their skills in comprehension and comprehension monitoring during reading.Therefore this study aims to explore the effect of both questioning instruction, and the student generated question strategies on the eighth graders'' reading literacy. The action research method is adopted. Nineteen eighth graders in a junior school in Taipei participated in this research. There are two phases of this study. First, both strategies were applied to four lessons, two in classical Chinese and two in written vernacular Chinese. The teaching plans were discussed and revised according to the implementation results of the first stage. In the second stage, the modified teaching plans were practiced in another four lessons. To evaluate the effect of both questioning strategies, students were interviewed, and observed and students’ feedback was collected by questionnaire after class.Students reading literacy was evaluated before and after class by the assessment modified from PISA 2006 and 2009.The findings are listed below. (1) students show positive perception toward the teacher-generated question instruction. They found that the course was interesting and allowed them to discuss and share opinions with their peers. (2) Students show positive perception toward the student-generated question strategy. They felt sense of achievement and the strategy allowed them to show their creativity. However, some students felt challenged to design questions on their own. (3) According to the results of the pre-test and the post-test of reading literacy, both strategies have positive influence on improving students'' reading literacy, especially in the categories of reflection and evaluation. The questioning instruction can increase students’ comprehension on the text, trigger their thought about the texts and clarify some key concepts of the texts for them. The student-generated question strategy can encourage them to read the texts several times and conclude the key points themselves and thus think from various perspectives.