Dissertation/Thesis Abstract

The relationship of reading methods and learning styles to Taiwanese 12th grade male students' reading comprehension in English
by Teng, Yachi, Ed.D., University of San Francisco, 2009, 138; 3362530
Abstract (Summary)

How the reading methods and learning styles influence the learners' reading comprehension in EFL settings had not been examined prior to this research. The purpose of this research was to examine the relationship of two kinds of reading methods (oral reading and silent reading) and two types of learning styles (visual and auditory) of Taiwanese EFL 12th grade male students' reading comprehension in English.

A descriptive methodology was used with a sample of 159 students at a male high school in southern Taiwan. Students from four intact classes were randomly assigned into two groups: the Oral Reading Group (ORG) and the Silent Reading Group (SRG). One survey and two TOEFL reading passages were employed for the present study. The survey was used to evaluate their learning styles and the reading passages were used to test their reading comprehension. Students' English second term examination scores were used as a covariate. Data resulting from the surveys were analyzed using ANCOVA and t-test.

The first research question states that: To what extent do reading methods affect Taiwanese 12th grade male students' reading comprehension. The results indicated when students' learning styles were unknown, there was no difference showing which reading method was better than the other. The second research question states that: To what extent do learning styles relate to Taiwanese 12th grade male students' reading comprehension. When reading an easy passage, the high auditory learners performed significantly better in the ORG than in the SRG. For the low visual learners, the oral reading was their better choice than the silent reading on the difficult reading passage. For other learning style preferences, the performance of reading comprehension in oral reading and silent reading would not be too much different.

This study created a high reliability survey instrument which can tell students' Visual and Auditory learning styles by asking only six questions for each learning style. This study presented the possibility of using students' learning style preference and reading methods to help EFL students have better reading comprehension.

Indexing (document details)
Advisor: Katz, Susan
School: University of San Francisco
School Location: United States -- California
Source: DAI-A 70/06, Dissertation Abstracts International
Subjects: Language arts, Literacy, Reading instruction
Keywords: China, English as a foreign language, English learning, Foreign language, Learning styles, Reading aloud, Reading comprehension, Reading methods, Taiwan, Twelfth-grade
Publication Number: 3362530
ISBN: 978-1-109-21830-5
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