Leveraging Read-Aloud Instructional Strategy (RAIS) for Enhancing English Reading Fluency, Anxiety, and Confidence of EFL Chinese Undergraduates: A Quasi-Experimental Multi-Group Design

Autor/in	Wei, Li-Wei
Titel	Leveraging Read-Aloud Instructional Strategy (RAIS) for Enhancing English Reading Fluency, Anxiety, and Confidence of EFL Chinese Undergraduates: A Quasi-Experimental Multi-Group Design
Quelle	8 (2023) 5, S.61-91 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2501-7136
Schlagwörter	Teaching Methods; Oral Reading; Reading Fluency; Comparative Analysis; Scores; Asians; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Instructional Effectiveness; Undergraduate Students; Private Colleges; Transformative Learning; Anxiety; Self Esteem; Intervention; Foreign Students; Language of Instruction; China; Thailand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Unterrichtserfolg; Privathochschule; Pädagogische Transformation; Angst; Self-esteem; Selbstaufmerksamkeit; Teaching language; Unterrichtssprache
Abstract	The perennial challenge of reading fluency, notably profound among Asian EFL learners, stems largely from linguistic disparities, conventional teaching paradigms, and ingrained cognitive practices. This study critically investigates the challenges Chinese undergraduates face with English reading fluency, notably due to linguistic disparities and historically rooted teaching methodologies. Leveraging the Read-Aloud Instructional Strategy (RAIS), this quasi-experimental study sampled 73 students from a private university in Thailand. Baseline assessments depicted similar fluency levels across groups. Post-intervention, the instructor-centered approach demonstrated profound efficacy, with the mean fluency score soaring to 4.35, compared to the student-centered mean of 2.69 and the near-static comparison group at 2.04. Additionally, confidence metrics evinced a remarkable ascent to 3.46 for the instructor-led group, a notable rise to 2.19 for the student-centered cohort, juxtaposed against the comparison group's minimal shift to 1.71. Furthermore, the instructor-centered method substantially ameliorated reading anxiety (d=1.378) and showcased stronger, albeit weak to moderate, post-intervention correlations between fluency, confidence, and anxiety. This comprehensive study underscores the transformative potential of RAIS, particularly the instructor-centered paradigm, in concurrently augmenting reading fluency, confidence, and reducing anxiety among Chinese EFL undergraduates. The implications herein suggest the exigency of reassessing prevalent pedagogical methodologies in Asian EFL environments. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01