The purpose of this study is to see how scaffloding affects students’ reading attitudes and behaviors, and comprehension. Participants were 40 college students who majored in English in a private five-year junior college in Southern Taiwan, including 33 females and 7 males. The instruments used in this study were questionnaires dealing with students’ reading attitudes and styles (Hitosugithe, 2004). In addition, the General English Proficiency Test (GEPT intermediate level, CEF B1) was used to measure students’ reading comprehension. The results revealed that questioning did affect students’ reading attitudes and reading styles, and led to different reading comprehension performance. It was expected that the findings contributed to the EFL class by providing more understanding about students’ different reading styles.
|Keywords:||Scaffolding, Reading Comprehension|
Doctoral Student, La Sierra University, Shu Zen College of Medicine and Management, Riverside, CA, USA
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