Improving Reading Performance for No-English-Majored Graduate Students: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Reading Strategy Instruction and Internet-Based Language Laboratory Support

摘要

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching reading with the know-want-learn (KWL) plus model to first-year non-English- majored graduate students from Yangtze University. Subjects in this study consisted of 41 non- English-majored graduate students in the control group (CG) and 41 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher- dominated approach for CG, internet-based language laboratory with KWL plus model meta-cog- nitive reading strategy instruction for EG did a better job in enhancing students’ reading skills; 2) There were significant differences between males in CG and EG and females in CG and EG; 3) Students in EG held the positive response for the combined instruction.