英语论文网

notion and textual meaning behind the literal information, and deal with the relationship between language learning, text structure and main idea properly. 

Ge and Yin (2020) propose the comprehensive approach to instruction, which emphasizes that reading teaching should be “comprehensive and focused”. Under this approach, reading class focuses on the integration of content, thinking and language. “Comprehensive” means that teachers need to guide students to explore the connotations of discourse at macro level, including writing purpose and intention, and author’s attitude. “Focused” refers to discussing the basic meaning of the passage, which includes the content, theme, genre, text structure as well as rhetorical devices. 

With the growing importance of student-centered learning, multi-level reading teaching has been adopted. In addition to planning lessons and assigning homework according to students’ different levels, the assessment should also be targeted to the needs of high-, intermediate- and low-level groups (Zhang & Shao, 2016).

CHAPTER THREE RESEARCH DESIGN ...................... 19

3.1 Research Questions ......................... 19

3.2 Research Subjects ..................................... 19

3.3 Research Instruments ............................ 20

CHAPTER FOUR RESULTS AND DISCUSSIONS .................. 39

4.1 Impacts of Assessment Activities on Students’ Reading Ability ........... 39

4.1.1 Results of Students’ Reading Scores in Pretest and Posttest ...... 39

4.1.2 Results of Students’ Reading Scores at Different Levels ........... 41

CHAPTER FIVE CONCLUSIONS ............................ 52

5.1 Major Findings ........................... 52

5.1.1 Effects of Classroom Activities on Students’ Reading Ability ... 52

5.1.2 Students’ Perceptions of Reading Classroom Activities ............. 52

CHAPTER FOUR RESULTS AND DISCUSSIONS

4.1 Impacts of Assessment Activities on Students’ Reading Ability

4.1.1 Results of Students’ Reading Scores in Pretest and Posttes

 In order to investigate the effectiveness of reading classroom assessment activities on students’ reading ability, students’ reading scores in pretest and posttest are presented first.

Table 4-1 presents the results of pair samples T-test of students’ pretest and posttest. According to the Table, in pretest, students’ mean score is 31.94, while in posttest, students’ mean score is 33.43. It is obvious that students’ mean score in posttest is higher than that in pretest, which has risen by 1.49 from 31.94 to 33.43. In addition, the Sig. (2-tailed) = 0.000 (< 0.05), which indicates that there is a marked difference between pretest and posttest. As a result, the reading classroom assessment tasks can be effective in improving students’ reading ability. 

CHAPTER FIVE CONCLUSIONS

5.1 Major Findings

5.1.1 Effects of Classroom Activities on Students’ Reading Ability

Reading classroom assessment activities can effectively improve students’ reading ability, especially the abil本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。