Interactive Picture Book Read-Alouds With Middle School EFL Learners

• In Event: Section 1a, Poster Session 1. Literacy: Literacy Processes and Practices

Abstract

This study explored the effects of interactive picture-book read-alouds (IPBRA), picture-book read-alouds with vocabulary explanation (PBRAV), and simply picture-book read-alouds (SPBRA) on middle school EFL learners’ ability to derive word meaning from context and illustrations. The results of a word inference test showed that while both IPBRA and PBRAV approaches helped middle school EFL learners develop word inference ability, the IPBRA approach was significantly more effective. This points out that the interactive approach focusing on text-meaning construction and motivating students to engage is a good way to provide a firm foundation for independent development of inference abilities. With this approach, learners could feel empowered rather than overwhelmed.

Author

• Chia-Ho Sun