Effects of a web-based english reading instruction program based on the cognitive academic language learning approach on pre-cadets' reading comprehension ability and reading strategies

Abstract

To examine the effects of a Web-based English reading instruction program on pre-cadets' reading comprehension ability and their use of reading strategies. The participants were pre-cadets at the Armed Forces Academies Preparatory School. The Paired samples t-test was applied to investigate the differences between the mean scores from the pre and post reading comprehension tests and the survey of reading strategies. The results of the analyses revealed that (1) there was a significant difference between the mean scores from the pre and post reading comprehension test at the significant level of .05 and (2) there was a significant difference between the mean scores from the pre and post survey of reading strategies at the significant level of .05. Pre-cadets improved their reading comprehension ability and their use of reading strategies after receiving a Web-based English reading instruction program.