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A causal model on factors affecting ...

Shih Lo, Su Chin.

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A causal model on factors affecting EFL reading comprehension of two-year college students in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A causal model on factors affecting EFL reading comprehension of two-year college students in Taiwan./
作者:	Shih Lo, Su Chin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1990,
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2331.
Contained By:	Dissertation Abstracts International51-07A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9029845

A causal model on factors affecting EFL reading comprehension of two-year college students in Taiwan.
Shih Lo, Su Chin.

A causal model on factors affecting EFL reading comprehension of two-year college students in Taiwan. - Ann Arbor : ProQuest Dissertations & Theses, 1990 - 212 p.

Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2331.

Thesis (Ed.D.)--University of Houston, 1990.

The purpose of the present study was to formulate and test a causal model of English as a foreign language (EFL) reading comprehension with Chinese-speaking college students in Taiwan. Recent research with English monolingual students indicates that reading comprehension is an interactive and strategic process. Understanding the cognitive strategies that students use during the reading process can help teachers adapt instruction to the needs of students (Armbruster & Brown, 1984). Several models have been developed addressing reading comprehension in general, but only a few of these models consider ESL reading comprehension (e.g., Coady, 1979). Moreover, none of these studies has investigated the effects of prior knowledge, strategy instruction, conceptual ability, and students' process strategy use on Chinese-speaking students' EFL reading comprehension. The present study extends the research of EFL reading comprehension by considering teacher and student behaviors that affect EFL reading comprehension for Chinese-speaking college students.Subjects--Topical Terms:

2122756
Reading instruction.

A causal model on factors affecting EFL reading comprehension of two-year college students in Taiwan.
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245 1 2 $a A causal model on factors affecting EFL reading comprehension of two-year college students in Taiwan.
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300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2331.
502 $a Thesis (Ed.D.)--University of Houston, 1990.
520 $a The purpose of the present study was to formulate and test a causal model of English as a foreign language (EFL) reading comprehension with Chinese-speaking college students in Taiwan. Recent research with English monolingual students indicates that reading comprehension is an interactive and strategic process. Understanding the cognitive strategies that students use during the reading process can help teachers adapt instruction to the needs of students (Armbruster & Brown, 1984). Several models have been developed addressing reading comprehension in general, but only a few of these models consider ESL reading comprehension (e.g., Coady, 1979). Moreover, none of these studies has investigated the effects of prior knowledge, strategy instruction, conceptual ability, and students' process strategy use on Chinese-speaking students' EFL reading comprehension. The present study extends the research of EFL reading comprehension by considering teacher and student behaviors that affect EFL reading comprehension for Chinese-speaking college students.
520 $a This study examined the relations among five constructs: (a) students' prior English achievement, (b) cognitive strategy instruction, (c) students' conceptual abilities, (d) students' process strategy use, and (e) EFL reading comprehension. To decide the effect of each variable on EFL reading comprehension, a structural equation model of the influences on EFL reading comprehension was constructed to test the hypothesized model.
520 $a The subjects were 237 Chinese-speaking EFL college students in Taiwan. Students were administered pretests, posttests, New Jersey Test of Reasoning Skill, and the Reading Strategy Survey including the Ekwall Reading Inventory. The preachievement measures included the English scores on Joint College Entrance English Exam, Cloze and Multiple Choice Comprehension. The postachievement measures included a teacher-made Final Exam, Postcloze and Postmultiple Choice Comprehension. A survey contained a series of questions that asked students to describe their strategy use and their perception of related teacher behaviors.
520 $a The results of the path model indicated that several significant direct effects exist relating prior English achievement, conceptual ability, and EFL reading comprehension. The results also indicated that prior knowledge had a significant direct effect on conceptual ability/higher level reasoning skills. There was also a significant relationship between conceptual ability/comprehension monitoring and EFL reading comprehension. Strategy instruction, however, had nonsignificant effects on students' EFL reading comprehension and conceptual ability. On the other hand, strategy instruction did have a significant effect on students' process strategy use.
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