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Implementing Concept-Oriented Reading Instruction in a Primary EFL Remedial Program
L2 Intrinsic Reading Motivation
L2 Reading Ability
|Issue Date:||2020-03-02 11:34:07 (UTC+8)|
The study aims to explore how Concept-Oriented Reading Instruction (CORI) affects students’ intrinsic reading motivation and reading ability in a primary EFL remedial program. Students’ perceptions of the use of CORI in their English remedial class were also investigated. Seven students from the same remedial program were recruited to participate in the present study. Data were collected from the following sources: the post-experiment questionnaire, the GEPT-Kids Reading pre-test and post-test, and interviews.
The results of the study show that among the three dimensions of intrinsic reading motivation, the use of CORI as a teaching method was more effective in enhancing students’ reading involvement. No significant differences, however, were found between students’ scores on the GEPT-reading pretest and post-test. As for students’ perceptions of the remedial course, the findings from the questionnaire and interviews indicate that most students were positive about the use of CORI in the class. Finally, suggestions on teaching English reading to struggling young students are also discussed.
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