The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use

Zhihong Xu; Kausalai K. Wijekumar; Qing Wang; Robin Irey; Hua Liang

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The effects of web-based text structure strategy instruction on adult Chinese ELLs’ reading comprehension and reading strategy use

Zhihong Xu ; Kausalai Kay Wijekumar ^[1] ; Qing Wang ^[2] ; Robin Irey ^[3] ; Hua Liang ^[4]
1. [1] Texas A&M University
  
  Texas A&M University
  
  Estados Unidos
2. [2] University of New Mexico
  
  University of New Mexico
  
  Estados Unidos
3. [3] Stanford University
  
  Stanford University
  
  Estados Unidos
4. [4] Nantong University
  
  Nantong University
  
  China
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Localización: Language teaching research, ISSN 1362-1688, Vol. 28, Nº. 4, 2024, págs. 1288-1310
Idioma: inglés
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Resumen
- Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students’ use of reading strategies and/or overall reading comprehension. Using a quasi-experimental nonequivalent control group design, 207 adult Chinese ELLs from four classes were assigned to intervention or control groups. The intervention group utilized the ITSS to support their English reading instruction, whereas the control group was exposed to only traditional instruction. Our results indicate that the ITSS intervention had a statistically significant positive effect on adult Chinese ELLs’ reading comprehension (β = 3.07, p < 0.001) with Cohen’s d = 0.43, as measured by the College English Test-4 (CET-4). Furthermore, we found that Chinese ELLs reported using more higher-order reading strategies (p < 0.01) after the intervention and there was no significant change of reported reading strategy usage for the control group from pretest and post-test. However, the current study did not provide evidence that the change in use of reading strategies mediated the relationship between the intervention/control condition and Chinese ELLs’ reading comprehension.