A Study on the Effects of Flipped Learning on Inferential English Reading Skills of Korean High School Students

2018 ◽  
Vol 8 (4) ◽  
pp. 179-191
Author(s):  
Boram Lee ◽  
Dong Ju Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Skills ◽  
Flipped Learning ◽  
School Students ◽  
English Reading

scholarly journals A Research on the Influence of Scaffolding Teaching on Junior High School Students’ English Reading Ability

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
YANG Dan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Reading Ability ◽  
Junior High ◽  
Teaching Experiment ◽  
Junior High School Students ◽  
School Students ◽  
English Reading ◽  
Reading Interest

This research tries to apply the scaffolding teaching mode in English reading teaching, with the purpose of enhancing students’ interest in reading and improving their reading levels. This study explores whether scaffolding teaching can enhance students’ reading interest and thus improve junior high school students’ English reading ability. After a 3-month-long teaching experiment, through the comparison and analysis of questionnaires and English reading scores, it is found out that scaffolding teaching is beneficial to enhance students’ reading interest and improve students’ reading level.

Using Technology to Create Children's Books for Students by Students

2011 ◽  
pp. 425-436
Author(s):  
Lyn C. Howell
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Skills ◽  
Writing Skills ◽  
Letter Writing ◽  
Children's Books ◽  
Older Students ◽  
School Students ◽  
Children's Book ◽  
Do So

This chapter describes a children’s book project in which high school students used technology to create e-books for younger students. The benefits of the project for both younger and older students are discussed. Older students developed technology and writing skills; younger students developed letter writing and reading skills. The process is also detailed in the hope that others who might be interested in replicating the project in their own classroom would be able to do so.

scholarly journals An Empirical Study of Application of Multimodal Approach to Teaching Reading in EFL in Senior High School

2020 ◽  
Vol 15 (02) ◽  
pp. 98
Author(s):  
Xuequan Pan ◽  
Zhixin Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Teaching Experiment ◽  
Senior High School ◽  
Teaching Approach ◽  
School Students ◽  
English Reading ◽  
Reading Teaching

English Reading skill is one of the most important skills for senior high school students who learn English as a foreign language (EFL). However, the present ELF teaching method is still teacher-centered which neglects students’ learning interest and their participation in the process of teaching. In 1990s, Western scholars proposed multi-modal theory which suggests that semiotic resources (sound, images, video, animation, motion, color, facial expressions, etc.) can be used to stimulate different senses of students so as to improve their learning efficiency. The present study is intended to apply the multi-modal approach to EFL reading teaching in senior high school and tries to find out whether the multimodal teaching can stimulate students’ interest in English reading and improve their reading proficiency. In this study, with students of a high school in Anhui in China as the research subjects, an English reading teaching experiment was carried out. The analysis of data collected from reading tests and questionnaires indicates that the application of multi-modal teaching approach in high school EFL reading teaching can stimulate students’ interest in English reading and improve students’ English reading proficiency, and that most students take a positive attitude towards multimodal teaching approach.

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