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The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages)

The purpose of this study was to analyse whether the Question and Answer Relationship (QAR) strategy is effective in enhancing the reading comprehension performance of upper secondary, English as a Second Language (ESL) students of low English proficiency (LEP). A quasi-experimental pre-test post-t...

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Main Author: Ann Susana Raj, Cruz Dhurairaj
Format: Thesis
Published: 2008
Subjects:
LB2300 Higher Education
Online Access:http://library.oum.edu.my/repository/123/1/Ann_Susana_Raj_irepo.pdf
http://library.oum.edu.my/repository/123/
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spelling my.oum.1232013-06-14T06:47:00Z The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages) Ann Susana Raj, Cruz Dhurairaj LB2300 Higher Education The purpose of this study was to analyse whether the Question and Answer Relationship (QAR) strategy is effective in enhancing the reading comprehension performance of upper secondary, English as a Second Language (ESL) students of low English proficiency (LEP). A quasi-experimental pre-test post-test non-equivalent control group research design was employed in this quantitative study. Two intact Form Four classes in a rural secondary school were used as the experimental (35 students) and control groups (32 students). Explicit strategy instruction of QAR was conducted over six weeks for the experimental group while the control group was taught using the traditional method. Results of the pre and post-tests were statistically analysed using One-way ANOVA, Repeated measures ANOVA and 95% confidence intervals. Significant improvements in marks were found in the experimental group for three variables namely, the subjective reading comprehension questions and summary as a whole, ‘In my Head’ questions and the summary question. For the subjective reading comprehension questions, the result was inconclusive while for ‘In the Book’ questions, there was no significant improvement in both the experimental and control groups. Based on the results, it was concluded that explicit cognitive strategy instruction was effective in enhancing reading comprehension performance to a large extent. However, limited vocabulary seems to have hindered LEP students from locating the appropriate answers in the text for ‘In the Book’ questions. Therefore, this study found that in order to be fully effective, the QAR strategy should ideally be taught together with strategies that increase the vocabulary of LEP students. (Author's abstract) 2008 Thesis NonPeerReviewed text http://library.oum.edu.my/repository/123/1/Ann_Susana_Raj_irepo.pdf Ann Susana Raj, Cruz Dhurairaj (2008) The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages). Masters thesis, Open University Malaysia (OUM). http://library.oum.edu.my/repository/123/
institution Open University Malaysia
building OUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Open University Malaysia
content_source OUM Knowledge Repository
url_provider http://library.oum.edu.my/repository/
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Ann Susana Raj, Cruz Dhurairaj
The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages)
description The purpose of this study was to analyse whether the Question and Answer Relationship (QAR) strategy is effective in enhancing the reading comprehension performance of upper secondary, English as a Second Language (ESL) students of low English proficiency (LEP). A quasi-experimental pre-test post-test non-equivalent control group research design was employed in this quantitative study. Two intact Form Four classes in a rural secondary school were used as the experimental (35 students) and control groups (32 students). Explicit strategy instruction of QAR was conducted over six weeks for the experimental group while the control group was taught using the traditional method. Results of the pre and post-tests were statistically analysed using One-way ANOVA, Repeated measures ANOVA and 95% confidence intervals. Significant improvements in marks were found in the experimental group for three variables namely, the subjective reading comprehension questions and summary as a whole, ‘In my Head’ questions and the summary question. For the subjective reading comprehension questions, the result was inconclusive while for ‘In the Book’ questions, there was no significant improvement in both the experimental and control groups. Based on the results, it was concluded that explicit cognitive strategy instruction was effective in enhancing reading comprehension performance to a large extent. However, limited vocabulary seems to have hindered LEP students from locating the appropriate answers in the text for ‘In the Book’ questions. Therefore, this study found that in order to be fully effective, the QAR strategy should ideally be taught together with strategies that increase the vocabulary of LEP students. (Author's abstract)
format Thesis
author Ann Susana Raj, Cruz Dhurairaj
author_facet Ann Susana Raj, Cruz Dhurairaj
author_sort Ann Susana Raj, Cruz Dhurairaj
title The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages)
title_short The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages)
title_full The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages)
title_fullStr The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages)
title_full_unstemmed The effectiveness of the question and answer relationship (QAR) strategy in enhancing reading comprehension among ESL students. (1st. 24 pages)
title_sort effectiveness of the question and answer relationship (qar) strategy in enhancing reading comprehension among esl students. (1st. 24 pages)
publishDate 2008
url http://library.oum.edu.my/repository/123/1/Ann_Susana_Raj_irepo.pdf
http://library.oum.edu.my/repository/123/
_version_ 1644308873283108864
score 13.211869

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