Effects of English reading instruction using 'active' framework on reading abilities reading strategies of tenth grade students

Abstract

The purposes of this study were 1) to investigate the effects of English Reading Instruction using ACTIVE Framework on reading abilities of tenth grade students and 2) to explore reading strategies used by tenth grade students after participating in the English Reading Instruction using ACTIVE Framework. Participants included 70 tenth grade students, who were studying in English Reading Course. The experiment lasted for 13 weeks. The Paired sample t-test was used to investigate the differences between students’ mean scores between Pre and Post English Reading Ability Test scores. Descriptive statistics was also used to explore reading strategies used by tenth grade students after participating in the English Reading Instruction using ACTIVE Framework. The results revealed that (1) students gained higher scores on the English Reading Ability Posttest at the 0.05 significant level. (2) Among three reading strategies, they used the most Problem Solving Strategies after participating in English Reading Instruction using ACTIVE Framework to better comprehend the text.