The Effects of Using QAR Strategy on ESL Young Learners' Reading Comprehension of Narrative Text

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  • Author(s): Nur Ainil Sulaiman (ORCID Nur Ainil Sulaiman (ORCID 0000-0001-6212-7494); Nor Azwahanum Nor Shaid (ORCID Nor Azwahanum Nor Shaid (ORCID 0000-0001-5985-5933); Chua Pei Chia
  • Language:
    English
  • Source:
    International Society for Technology, Education, and Science. 2023.
  • Publication Date:
    2023
  • Document Type:
    Speeches/Meeting Papers
    Reports - Research
  • Additional Information
    • Availability:
      International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: [email protected]; Web site: http://www.istes.org
    • Peer Reviewed:
      Y
    • Source:
      12
    • Education Level:
      Elementary Education
    • Subject Terms:
      Foreign Countries; Second Language Learning; English (Second Language); Reading Strategies; Reading Comprehension; Second Language Instruction; Reading Instruction; Questioning Techniques; Teaching Methods; Elementary School Students; Instructional Effectiveness; Reading Tests; Multiple Choice Tests; Reading Achievement; Scores
    • Subject Terms:
      Malaysia
    • Abstract:
      Nowadays, Malaysian ESL students struggle to read English texts, particularly narrative texts. Lacking in utilising and applying the suitable reading strategies are among factors that hinder reading comprehension. This study aimed to investigate the effectiveness of Question-Answer Relationship (QAR) strategy on ESL pupils' narrative reading and to find out their perceptions toward QAR strategy in narrative reading. This study employed a non-equivalent pre-test and post-test quasi-experimental design. A total of 72 pupils from a government primary Chinese vernacular school were chosen as participants for this study and data were collected using a multiple-choice reading test and a questionnaire. The findings indicated that QAR strategy to teach narrative reading significantly improved the pupils' narrative reading comprehension achievement. Therefore, the result of this study is expected to contribute something for the development of the process of English teaching and learning especially for the teaching of reading comprehension of narrative text. [For the full proceedings, see ED654100.]
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      ED654918