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Instr Sci (2008) 36:89116
DOI 10.1007/s11251-007-9025-6
Lawrence Jun Zhang
Received: 23 November 2005 / Accepted: 15 March 2007 / Published online: 3 April 2007 Springer Science+Business Media B.V. 2007
Abstract The study explored English as a Second Language (ESL) learner development. In particular, it focused on investigating learners understanding of reading and their willingness to be engaged in strategic reading in participatory classroom activities. It also examined possible effects of such pedagogy on reading performance. The context was a two-month strategy-based reading instruction program, set within a constructivist framework. The program emphasized developing students academic reading prociency. The study, quasi-experimental in design, involved a control group and an experimental group, both of whom were ESL students from the Peoples Republic of China (PRC). The students were expected to satisfy an intensive English communication skills requirement in order to be successfully matriculated into English-medium universities in Singapore. The results showed that the teachers strategy-based instructional intervention evolving around participatory activities affected changes in the ESL students use of reading strategies and improvement in comprehension. These ndings are discussed in relation to PRC students in study-abroad contexts, especially the cultures of learning that they bring along with them. Recommendations for further research are also made.
Keywords Constructivist pedagogy Strategy-based reading instruction
Chinese cultures of learning Reading strategies Chinese ESL learners
China Singapore
I have been granted permission to use all the materials presented in this article and I declare that the participants names that are referred to in this study are not their real names.
L. J. Zhang (&)
English Language & Literature Academic Group, Arts Building, NIE3-03-98, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 637616, Republic of Singaporee-mail: [email protected]
Constructivist pedagogy in strategic reading instruction: exploring pathways to learner development in the English as a second language (ESL) classroom
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Introduction
The utility and power of reading in helping learners develop general language prociency and reading skills in content learning have been widely recognized among reading researchers and literacy educators (Bernhardt 2005; Kucer 2005; Smith 2004). The role of reading in helping second language learners acquire and develop language skills has also been documented in the literature (e.g. Krashen 1993). Some writers have argued strongly for more...