The Effects of Web-Based Text Structure Instruction on Chinese English Learners' Higher Order Reading Comprehension Skills

• In Event: 51.025 - EFLs and English Learners: Innovations for Teaching and Learning

Abstract

The current study investigated whether the structure strategy, delivered through an
intelligent web-based tutoring system (ITSS) to adult Chinese English Learners (ELs), can
improve reading comprehension, especially their higher-level reading comprehension skills. Our
results indicated that the ITSS intervention had a medium effect on Chinese ELs’ reading
comprehension (Cohen’s d = 0.67). Furthermore, we confirmed our hypothesis that ITSS
intervention is a significant predictor for only inferential (Cohen’s d = 0.59) and evaluative
(Cohen’s d = 0.61) sub-skills, but not for literal sub-skills (p > 0.05). Based on the results, the research and pedagogical implications of this study are discussed.

Authors

• Zhihong Xu, Texas A&M University - College Station

• Kausalai K. Wijekumar, Texas A&M University - College Station

• Shuqiong Lin, American Institutes for Research

• Xinyuan Yang, Texas A&M University - College Station

• Bo Nan