A Study of Reading Aloud to EFL Elementary School Students
The purpose of the present study is to investigate the effects of reading aloud from English picture books on elementary school students EFL vocabulary and reading comprehension. This study also examined students perceptions toward read-aloud. The participants were sixty-four fifth graders from two intact classes in an elementary school in northern Taiwan. The instruments in the current study included vocabulary tests, comprehension tests, a questionnaire and an interview guide. Three English picture books were used as the reading material. The participants were randomly assigned to two different groups. The experimental group listened to stories read aloud, while the control group read silently on their own. All participants were given vocabulary tests and reading comprehension tests after reading or being read to. After completing the tests, participants in the experimental group were required to fill out a questionnaire and seven participants were randomly chosen for interviews. Regarding the major findings of the study, participants in both groups made significant progress in the posttests. However, there were no statistically significant differences in vocabulary posttests between these two groups. As for reading comprehension, there were no statistically significant differences between students who were read aloud to and those read silently on their own. In addition, it was noticed that English picture books met students interest levels. Students held positive responses to the effects of read-aloud on vocabulary development, reading comprehension enhancement and interest increase.
Huei-Chun Teng Liang-Meng Huang
應用外語系,國立台灣科技大學
国际会议
2009 International Conference on Applied Linguistics & Language Teaching(2009应用语言学暨语言教学国际研讨会)
台湾
英文
216-224
2009-04-01（万方平台首次上网日期，不代表论文的发表时间）