Chapter1 Introduction
1.1 Research Background
The English Curriculum Standard, promulgated by the National Ministry of Education in 2018(2017 Edition) pointed out that the multimedia can not only provide more learning methods and channels for students, it is more important to provide rich learning resources without the limit of time and space. Standard also proposed to make full use of the advantages of multimedia network, providing unlimited capacity for the development of foreign language teaching, and developing and utilizing curriculum resources. At the same time, we have to admit that in the practice of the new curriculum, there are still some problems to be solved, for example, in the teaching level, how to implement the teaching idea Autonomy, Inquiry, Cooperation, advocated by the new curriculum, how to construct a new way of learning and teaching methods etc. In the new round of teaching practice, the research on the teaching model of English reading in high school within the network environment, which promotes the organic integration of network and the teaching of English reading, is just trying to solve these problems. Therefore, the issues about how to realize the deep integration of multimedia technology and English course, and how to improve the quality and effect of teaching and learning, needs to be further studied.
The Standard (2017) points out one of the tasks for English course in elementary education stage is to inspire and cultivate students' interest in learning English, to enable students to have self-confidence, to form good learning habits and effective learning strategies, to develop autonomous learning ability and cooperation spirit, to form a comprehensive language ability. Reading is the best way for Chinese students to learn basic knowledge, consolidate and expand the vocabulary of English, and get new information. Reading can help students expand their horizons, understand the differences between Chinese and Western culture, form the correct ways of thinking, and ultimately improve the humanistic quality, enhance practical ability, and cultivate the spirit of innovation. The Standard also points out that junior high school graduates should reach Level Five, which involves the following requirements: understanding reading materials; using reading strategies to obtain information according to different reading purposes; reading more than 150 thousand words after school. A large amount of after-school reading is the best way to improve students' reading ability and enlarge their vocabulary. This requires teachers to stimulate students' interest in reading, design reading tasks well and help students expand the amount of reading, so as to improve the students' reading competence and English literacy.
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1.2 Purpose and Significance of the Research
This study focuses on the following three problems:
(1) Students’ attitude towards web-based interactive reading approach;
(2) The impact of web-based interactive reading instructional model on students' English reading achievement;
(3) The impact of web-based interactive reading approach on students' reading strategies.
By studying the interactive reading teaching model and the network teaching platform, the writer is trying to combine them together, and the interactive reading teaching model is the way with the network platform as the media. As a result, the traditional teacher-centered teaching model will be turned into a new student-centered teaching model, making students learn independently and have a better cooperation with partners through the network platform, but the teacher is just a mentor. Therefore, whether students' English reading ability can be improved will be discussed as well as the independent reading methods.
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Chapter2Literature Review
2.1 Interactive Approach
2.1.1 The Definition of Interactive Approach
Interactive approach came into being in the 1970s. Interactive approach, also called interactive language teaching, consists of the relationship among the teacher, the learners and the context of situation(1981). This approach’s essence is the students instead of the teachers. It requires the students to learn from each other, encourages them to take part in interactive activities. Group activities and authentic materials are two common factors. In addition, a teacher is regarded as a director, a controller, a manager, a facilitator and resource provider. What the teachers should do is to offer some language materials to the students in order to create a natural environment for the students, so the students will be able to learn the language in a significant way. Put it in another way, interactive approach means that teachers interactive with the students so that they can exchange knowledge in class freely. Interactive approach helps students to develop their interactive competence and linguistic competence, and complete their communicative competence, motivates their interests, and helps them to improve confidence in themselves. As time goes by, more teachers begin to accept the model and put it into practice in their class.
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2.2 Web-based Reading
2.2.1 The Definition of Web-based Reading
Like all forms of reading, web-based reading involves a number of methods and technologies, making it difficult to give it a precise definition. Jolliffe ， Ritter and Stevens(2001) give web-based reading a definition in broad terms. They define web-based reading as the delivery of and access to a coordinated collection of reading materials over an electronic medium using a web server to deliver the materials, a web browser to access them and the TCP(Transmission Control Protocol)/IP(Internet Protocol) and HTTP(Hypertext Transfer Protocol) to mediate the exchange.
Though web-based reading events are becoming increasingly diverse, innovative and specialized with the development of the Internet today, most of them have some common features. Jolliffe, Ritter and Stevens(2001) summarized five characteristics of web-based reading. They are:
● the use of web browser;
● the storage, maintenance and administration of the materials on a web server;
● the use of TCP/IP and HTTP protocols to facilitate the communication between the learner and the reading materials and/or the resources.
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Chapter3 Research Methodology ............................ 26
3.1 Research Questions ................................ 26
3.2 Research Participants ................................. 26
3.3 Research Instruments ............................ 27
Chapter4 Resultsand Discussion ..................................... 40
4.1 Data Analysis and Discussion of the Test Results ...................................................... 40
4.1.1 Data Analysis of the Overall Results of Pre-test and Post-test ....................... 40
4.1.2 Data Analysis and Discussions of Test Results Based on the Reading Strategies ....................... 41
Chapter5 Conclusion ..................................... 57
5.1 Major Findings of the Study .............................. 57
5.2 Limitation and Pedagogical Suggestions for Further Study ..................... 57
Chapter4 Results and Discussion
4.1 Data Analysis and Discussion of the Test Results
4.1.1 Data Analysis of the Overall Results of Pre-test and Post-test
This is the test results of final examination of last term. From the table we can see that the students in the experimental classes and controlled classes have the same level which is suitable for the measurement. But the score for reading part can show the difference between the two classes. The average reading scoring of EC is25.55 which is about 2 lower than the score of CC. The result means that the level of the students are similar between the two classes but as for the reading achievement, it is clear that the students in the EC are a little lower than the students in the CC.
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Chapter5 Conclusion
5.1 Major Findings of the Study
Based on the research results, the findings of the study can be summarized as follows:
1. Students improved their English reading achievements through web-based interactive reading activities.
2. Most of the students have a positive attitude towards web-based interactive reading and grasped some reading strategies such as prediction, guessing the words and inferring the writer’s ideas. They have developed great interest in reading a variety of English reading materials online. Most of the students think the resources on the Internet can help them enlarge their vocabulary, broaden their horizons, and cultivate their self-learning ability. Half of the students can take the initiative to read after class. Most students have known the importance of reading English online.
3. In terms of reading strategies, most of the students have learned how to predict and understand with the help of the background information and their prior knowledge. Most of the students can cooperate with the teacher and teammates better, which can improve their reading a lot. However, half of the students can’t check their reading by asking themselves questions or answer teachers’ questions in class, which will infect their understanding of the text.
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