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5.1 Major findings..........................................47

5.2 Implications of the research....................................48

Chapter Four Results and Discussion

4.1 A general discussion of the results

The complete data collection is discussed in this section.The authors provide acomprehensive summary and discussion of the results for each data.

4.1.1 Discussion of teachers’and students’awareness of CRS

A total of 17 questions existed in the teacher’s descriptive analysis.Six of thequestions had scores of 3.5 or higher.These six questions corresponded to threestrategies:“summarizing”strategy,“annotating”strategy and“previewing”strategy.Interms of frequency of use,the mean scores of the above three strategies were higher,with scores of 3.835,3.83,and 3.79.

The“inferring”strategy 4(2.83),6(2.67),and the“questioning”strategy 10(2.830)did not receive as high scores as the three strategies mentioned above,but they did nothave particularly low scores either.The frequency of use of the two strategies wasmedium.The remaining two strategies were the“analyzing”strategy and the“evaluating”strategy.The results obtained from the analysis of both strategies werevery low.The mean score of the“analyzing”strategy was 1.835,which was the lowestmean score among all items.This shows that teachers’overall consciousness ofteaching critical reading strategies is not strong,and these scores are good evidencethat teachers are more conscious of teaching first strategies to students in the classroom.Teachers are also intentionally asking students to practice oral elaboration of thecontent of the texts they are studying.There is also a significant awareness of theannotation strategy being taught to the students.

Conclusion

5.1 Major findings

Based on the above analysis of the contents of the two questionnaires andinterviews,this study draws the following conclusions:

(1)Both teachers and students are less aware of teaching and using criticalreading strategies.when students are more conscious of using certain strategies,itindicates that the teacher is teaching them more consciously.This is well evidencedby the“previewing and predicting”strategies and“annotating”strategies.Some ofthese strategies are often overlooked by teachers and students.“Analyzing”and“evaluating”strategies are the best example.

(2)There are some differences in the awareness of using critical strategiesbetween students in regular classes and students in key classes.Students in the keyclass are more aware of applying the“previewing and predicting”,“inferring”,“self-regulating”,“summarizing”and“analyzing”strategies than those in the regularclass.And the students in the regular class are more aware of the“annotating”strategies than the students in the key class.

(3)Boys are more aware of using“inferring”and“analyzing”strategies thangirls,while girls are more aware of using“annotating”and“previewing andpredicting”strategies than boys.

reference(omitted)