MA-Thesis: Developing high school students’ inferential reading skills
MA-Thesis Developing high school students’ inferential reading skills to examine how cognitive strategies are beneficial to 12th grade students in performing their reading tasks related to inference. To focus on the overall objective above, the study concerned about what high school students’ attitudes toward inferential reading tasks were, how the motivation factor affected high school students’ inferential reading result, and how the cognitive reading strategies applied in inferential reading affected students’ results in terms of scores
Mục lục nội dung
1. Preface
1.1 Rationale
I started my study based on my own interests and needs for my teaching career in terms of reading skills, especially in inferential reading skill. The findings could be applied to my own teaching practices for better learning outcomes for my students to develop their inferential reading skills
1.2 Aims of the study
The study aimed:
- To find out students’ attitudes towards inferential reading tasks;
- To investigate the motivation factor affecting high school students ‘inferential reading result.
- To find out the effectiveness of cognitive reading strategies towards inferential reading tasks students often apply
1.3 The research questions
What are high school students’ attitudes toward inferential reading tasks?
How does students’ motivation affect their results in terms of scores in referential reading tasks?
1.4 Scope of the study
The focus of the study lies in finding out students’ attitudes towards inferential reading; the relationship between cognitive factors and motivation that affect students’ inferential reading ability and cognitive strategies students used to develop students’ inferential reading at Van Lang high school, where I conducted the study
1.5 The significance of this study
Once having been completed, the research would serve as a reference source for teachers, students, and those who are interested in this topic. Also, it is expected to provide suggestions for further research.
2. Content
2.1 Literature review
Inferential reading
Cognitive strategies
Attitudes and Motivation towards reading
2.2 Research methodology
Research questions and objectives
Participants
Data collection instruments
Data collection procedure
Data analysis
2.3 Findings and discussion
Results
Discussion
3. Conclusion
The present study has provided evidence about cognitive strategies are beneficial to students in performing their reading tasks related to inference in terms of attitude, motivation, and effectiveness of such strategies applied affecting the score of inferential tests.
4. References
Allport, G. W. (1967). Attitudes. Fishbein, M. (Ed.), Reading in attitude theory and measurement. New York: John Wiley and Sons, Inc.
Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. The Modern Language Journal, 75(4), 460-472
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