The Effects of Reading Strategy Instruction via Electronic Storybooks on EFL Young Readers’ Reading Performance
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Keywords:
Electronic storybooks, Reading strategy instruction, Reading Strategy Use, Reading comprehensionAbstract
Web tabanlı uygulamaların yaygınlığı ve okullarda multimedya kullanımı, eğitimde internet üzerinden öğrenmeyi ve öğretmeyi popüler bir yöntem haline getirmektedir (Ferdig, 2005). Eğilime ayak uydurmak için, çalışmanın amacı, elektronik hikaye kitapları aracılığıyla okuma stratejisi öğretiminin, EFL ilkokul öğrencilerinin okuduğunu anlama, strateji kullanımları ve elektronik hikaye kitaplarına dayalı okuma stratejisi öğretimine yönelik bakış açıları üzerindeki etkilerini araştırmaktı. İki sağlam sınıftan elli yedi Tayvanlı EFL dördüncü sınıf öğrencisi seçildi ve bir deney grubu ve bir kontrol grubu olarak atandı. Deney grubuna on haftalık bir okuma stratejisi eğitimi verilirken, kontrol grubuna herhangi bir strateji eğitimi verilmemiştir. Deney grubuna küçük gruplar halinde uygulanan yedi okuma stratejisi öğretildi. Araçlar bir STYLE yeterlilik testi, beş okuduğunu anlama testi ve strateji kullanımı anketlerini ve e-kitaplara dayalı okuma stratejisi öğretimine yönelik bir tutum anketini içeriyordu. Sonuçlar, okuma stratejisi öğretiminden sonra deney grubunun hikaye anlamada kontrol grubuna göre daha iyi performans gösterdiğini ancak anlamlı olmadığını göstermiştir. Bununla birlikte, strateji kullanımında kontrol grubundan önemli ölçüde daha iyi performans gösterdiler. Ayrıca deney grubu, e-kitap temelli okuma stratejisi öğretimine karşı olumlu tutuma sahiptir. Pedagojik çıkarımlar sağlandı. deney grubu, hikaye anlamada kontrol grubundan daha iyi performans gösterdi, ancak anlamlı değildi. Bununla birlikte, strateji kullanımında kontrol grubundan önemli ölçüde daha iyi performans gösterdiler. Ayrıca deney grubu, e-kitap temelli okuma stratejisi öğretimine karşı olumlu tutuma sahiptir. Pedagojik çıkarımlar sağlandı. deney grubu, hikaye anlamada kontrol grubundan daha iyi performans gösterdi, ancak anlamlı değildi. Bununla birlikte, strateji kullanımında kontrol grubundan önemli ölçüde daha iyi performans gösterdiler. Ayrıca deney grubu, e-kitap temelli okuma stratejisi öğretimine karşı olumlu tutuma sahiptir. Pedagojik çıkarımlar sağlandı.
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