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In this study, the frequency of students’ use of critical reading strategies is judged by the criterion frequency scale defined by Oxford (1990:291). The detailed information is shown in table 4.1.

As  table 4.2 shows, the mean value of students’ overall use of critical reading strategies is 2.88, which indicates that students’ overall use of them is at a middle level. In other words, they sometimes use critical reading strategies in their English reading process, but not very often. The results suggest that the current situation of senior high students’ use of critical reading strategies is not optimistic. The results analyzed from the questionnaire are consistent with the records of classroom observations. The records of multiple classroom observations show that teachers still adopted the traditional reading teaching model in most of the classes, focusing on vocabulary and grammar knowledge. Students  sometimes  use  strategies  for  critical  reading,  but  not  regularly  and systematically. 

Chapter Five   Conclusion

5.1 Major Findings of the Study

The major findings of this research summarized on the basis of the results of the questionnaire, classroom observation and interview are as follows:

The current situation of senior high students’ use of critical reading strategies in English reading is  not optimistic: the frequency of students’ use of previewing and predicting strategy, inferring strategy, self-regulating strategy, annotating strategy and analyzing strategy is at a middle level. Students’ using frequency of summarizing strategy, questioning strategy and evaluating strategy is at a low level. 

As  for  predicting and  previewing strategy, most  of  the  students have  strong awareness of predicting the theme and content of the text by looking at the title or other information. Besides, they sometimes predict the author’s writing intention and preview the frame structure of the text. 

As regard to annotating strategy, students usually mark key words, phrases and important sentences in the process of reading. And they sometimes mark the contents that they don’t understand. However, they seldom write down  their questions  and comments about the text.

About inferring strategy, most of the students are quite good at inferring the meaning of new words according to the context. In addition, they sometimes infer the author’s writing intention, emotion and implied meaning according to some detailed clues.

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