Exploring the Differential Effects of Input-based, Output-based, and Input-to-output-based Instruction on L2 Literature Classes
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The present paper described a quasi-experimental study aimed at investigating the effects of different instructional approaches on the reading comprehension of Chinese EFL learners in a literature class. Specifically, the study examined the impact of input-based instruction using textual enhancement (TE), output-based instruction using dictogloss (DC), and input-to-output-based instruction using literature circles (LC). A total of 92 participants who enrolled in a literature course took part in this study and they were randomly assigned to the three groups (TE, DC, LC). During the study, the participants underwent three comprehension tests at distinct time intervals: a pretest, a post-test, and a delayed post-test. The data analysis indicated a notable disparity in instructional effectiveness among the three approaches when it came to enhancing L2 learners' reading comprehension. Particularly, the post-test and delayed post-test scores for the literature circle method displayed a significant improvement compared to the other instructional methods. These findings underscored the importance of incorporating literature circle practice into reading classes and offered practical implications for educators and curriculum designers.
Abstract
The present paper described a quasi-experimental study aimed at investigating the effects of different instructional approaches on the reading comprehension of Chinese EFL learners in a literature class. Specifically, the study examined the impact of input-based instruction using textual enhancement (TE), output-based instruction using dictogloss (DC), and input-to-output-based instruction using literature circles (LC). A total of 92 participants who enrolled in a literature course took part in this study and they were randomly assigned to the three groups (TE, DC, LC). During the study, the participants underwent three comprehension tests at distinct time intervals: a pretest, a post-test, and a delayed post-test. The data analysis indicated a notable disparity in instructional effectiveness among the three approaches when it came to enhancing L2 learners' reading comprehension. Particularly, the post-test and delayed post-test scores for the literature circle method displayed a significant improvement compared to the other instructional methods. These findings underscored the importance of incorporating literature circle practice into reading classes and offered practical implications for educators and curriculum designers.
참고문헌 (48)
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