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vel ofreading,they will read some articles from a writer or a style of work. Th/e idea is that it's veryuseful to give different articles that is from different authors, different styles, different genresfor learners. But that's wrong.' Narrow reading can provide readers with familiar backgroundknowledge to make the article easy to understand. Narrow reading can use the knowledgeschema that they learned before to reduce the confusion in reading.

Chapter 3 Research Methodology....................... 14

3.1 Research Questions...............................14

3.2 Research Participants.......................... 14

3.3 Research Methods.........................14

Chapter 4 Data Analysis and Discussion.............................. 25

4.1 Results and Discussion of the Interview in EC............................25

4.1.1 The Analysis and Discussion of the InterviewA Before the Experiment...........25

4.1.2 The Analysis and Discussion of the InterviewB After the Experiment............. 27

Chapter 5 Conclusions.........................41

5.1 Major Findings of Study............................. 41

5.2 Implications of Study.................................42

5.3 Limitations of Study...................................42

Chapter 4 Data Analysis and Discussion

4.1 Results and Discussion of the Interview in EC

This part is about the analysis and discussion of the interview results of students. Thepurpose of the interview is to answer the first research question. The author interviewed thestudents in the experimental class before and after the experiment.

4.1.1 The Analysis and Discussion of the Interview Before the Experiment

In order to have a deeper understanding of the situation of students' English reading, theauthor interviewed 9 students in different levels according to their scores after the pretest, andthen recorded them. The following are interviews with 3 students:

Q1:1. Do you like English reading lessons? Why?

High-score group: S1: I like English reading class very much, especially when theteacher shows us the reading background before explaining the reading material, I think it isvery interesting. And I can get a lot of knowledge from reading, so I feel very happy to knowthe colorful world.

Medium-score group: S1: I like reading class, but only in the lead-in part before reading.In this part, the knowledge introduced by the teacher is generally very interesting and easy tounderstand in combination with Chinese. However, in the latter part, the explanation ofreading materials makes me feel very boring. When it comes to grammar, I find it difficult tounderstand, so I sometimes lose concentration.

Low-score group: S1: I don't like English reading class, because I will encounter manyunfamiliar words and complex sentence structures. Most of the sentences analyzed by theteacher are difficult for me to understand, and it is difficult for me to complete the readingtasks assigned by the teacher in class, such as summarizing the main idea of the article or themain idea of each paragraph.

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