THE EFFECTS OF QUESTION-ANSWER RELATIONSHIP STRATEGY ON EFL HIGH SCHOOL STUDENTS’ READING COMPREHENSION

Nguyen Thi Bich Thuy, Nguyen Buu Huan

Abstract


This paper reports the effects of the question-answer relationship strategy (QARS) on English as a foreign language (EFL) high school students’ reading comprehension and their perceptions of implementing this reading strategy. An experimental study was conducted with 50 tenth-grade students in a district high school in Can Tho City. The data were collected from the pretest and posttest, questionnaire, and interviews. The findings show that the QARS had positive effects on students’ reading comprehension and that students had positive perceptions of implementing this reading strategy. The findings of this research add to the contemporary literature the value of using the QARS to promote student learning reading.

 

Article visualizations:

Hit counter

DOI

Keywords


question-answer relationship strategy, EFL, reading comprehension

Full Text:

PDF

References


Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development, Thousand Oaks, California: SAGE Publications, Inc.

Brabant, C. (2009). Improving reading comprehension using question answer relationship strategy. (MA thesis), Sonoma State University, USA.

Cummins, S., Streiff, M., & Ceprano, M. (2012). Understanding and applying QAR to improve test scores. Journal of Inquiry and Action in Education, 4(3), 18-26.

Ezell, H. K., Hunsicker, S. A., & Quinque, M. M. (1997). Comparison of two strategies for teaching reading comprehension skills. Education and Treatment of Children, 20(4), 365-382.

Ezell, H. K., Hunsicker, S. A., Quinque, M. M., & Randolph, E. (1996). Maintenance and generalization of QAR reading comprehension strategies. Reading Research and Instruction, 36(1), 64-81.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: McGraw-Hill Humanities.

Furtudo, L., & Pastell, H. (2012). Question-answer relationship strategy increases reading comprehension among kindergarten students. Applied Research in English, 1(1), 1-19.

Green, S. (2016). Two for one: Using QAR to increase reading comprehension and improve test scores. The Reading Teacher, 70(1), 103-109.

Harmer, J. (2007). The practice of English language teaching (4th Ed.). Harlow, England: Pearson Longman.

Johnson, S. (2014). Effect of question answer relationship strategy on the reading comprehension of fifth grade struggling readers. Florida: Florida Memorial University.

Kinniburgh, L. H., & Shaw, E. L. (2009). Using question-answer relationships to build reading comprehension in science. Science Activities, 45(4), 19-26.

Kucera, J. (2009). QAR and its effects on the reading comprehension performance of fourth grade students. (MA thesis), Goucher College.

Ministry of Education and Training. (2008). Teaching and learning foreign languages in the national education system from 2008 to 2020. Hanoi: Vietnam Retrieved from Retrieved from http://tailieu.vn/doc/de-an-day-va-hoc-ngoai-ngu-trong-he-thong-giao-duc-quoc-dan-1331102.html.

Ministry of Education and Training. (2014). Official document.

Nuttall, C. (1996). Teaching reading skills in a foreign language MacMillan Heinemann.

Nuttall, C. (2005). Teaching reading skills in a foreign language (2nd Ed.). Oxford: Macmillan Heinemann.

Nguyen, H. B. (2013). Beliefs about support for teacher change in English for Specific Purposes university classes. New Zealand Studies in Applied Linguistics, 19(2), 36-48.

Okebukola, F., & Owolabi, T. (2007). The efficacy of question-answer relationships (QAR) on students' achievement and conceptual change in science. The International Journal of Learning, 14(5), 173-178.

Pearson, P. D., & Johnson, D. D. (1978). Teaching reading comprehension. New York, NY: Hold, Rinehart and Winston.

Peng, R., Hoon, T. L., Khoo, S. F., & Joseph, I. M. (Cartographer). (2007). Impact of question-answer relationships on reading comprehension

Pham, N. T. (2010). The higher education reform agenda: A vision for 2020. In G. Harman, M. Hayden, & T. N. Pham (Eds.), Reforming higher education in Vietnam: Challenges and priorities (Vol. 29, pp. 51-64): Springer.

Rai, A., & Durairaj, C. (2008). The effectiveness of the question and answer relationship strategy in enhancing reading comprehension among ESL students. (MA), Open University, Malaysia.

Raphael, T. E. (1981). The effect of metacognitive strategy awareness training on students' question-answering behavior. (PhD), the University of Illinois at Urbana-Champaign.

Raphael, T. E. (1982). Question-answering strategies for children. The Reading Teacher, 36(2), 186-190.

Raphael, T. E. (1986a). Teaching question-answer relationships, revisited. The Reading Teacher, 39(6), 516-522.

Raphael, T. E. (1986b). Teaching question answer relationships, revisited. The Reading Teacher, 39(6), 516-522.

Raphael, T. E., & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3), 206-221.

Raphael, T. E., & Clydie, A. W. (1981). The effect of metacognitive training on question-answering behavior: Implementation in a fourth grade developmental reading program. Paper presented at the The National Reading Conference, Dallas, Texas.

Raphael, T. E., Highfield, K., & Au, K. H. (2006). QAR now: A powerful and practical framework that develops comprehension and high-level thinking in all students. New York: Scholastic, Inc.

Raphael, T. E., & McKinney, J. (1983). An examination of fifth and eighth grade children's question-answering behavior: An instructional study in metacognition. Journal of Reading Behavior, 15(3), 67-86.

Raphael, T. E., & Pearson, P. D. (1985). Increasing students' awareness of sources of information for answering questions. American Educational Research Journal, 22(2), 217-235.

Raphael, T. E., & Wonnacott, C. A. (1985). Heightening fourth-grade students' sensitivity to sourrces of information for answering comprehension questions. Reading Research Quarterly, 20(3), 282-296.

Rothong, A. (2013). Effects of reading instruction using question answer relationships and reading strategies on reading comprehension ability of eleven grade students. (MA), Chulalongkorn University.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Stafford, T. (2012). The effect of question-answer relationship on ninth grade students' ability to accurately answer comprehension questions. (PhD thesis), University of Central Florida, USA.

Wixson, K. K. (1984). Level of importance of postquestions and children's learning from text. American Educational Research Journal, 21(2), 419-433.




DOI: http://dx.doi.org/10.46827/ejel.v0i0.1766

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2022. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).