Improving Nonnative English Speakers' Reading Proficiency Using the Intelligent Tutoring System Interactive Strategy Training for Active Reading and Thinking–Motivationally Enhanced (iSTART-ME)

• In Event: Roundtable Session 33
  In Roundtable Session: Exploring Ideas to Work With At-Risk Students

Abstract

Studies have demonstrated the effects of an intelligent tutoring system called iSTART–ME in improving primary language students’ reading comprehension, but little evidence exists for its efficacy for secondary language (L2) learners. This research examined the effects of the reading strategy training of iSTART–ME on 34 incoming international L2 students admitted to a large southwestern American higher institution. The students received three hours of training within two consecutive days immediately to the beginning of the fall semester. The results showed that their short-answer reading comprehension test scores were significantly improved from pretest to posttest with a medium effect size. The students also reported that their experience with iSTART-ME was interesting and successful.

Authors

• Hongxia Fu, Arizona State University

• Danielle S. McNamara, Arizona State University

• Richard N. Van Eck, University of North Dakota

• Jianmin Dai, n/a

• Erica Linn Snow, SRI International