词块教学法对阅读教学中非英语专业大学生自主学习能力的影响探讨

analysis is performed on the pre-test data from the two classes for the purpose of ascertaining whether the two groups of students are at the same level and to explore their present level of autonomous learning ability in English. Following this, a paired sample T-test is conducted on the data from both classes to demonstrate the dependability of the lexical approach on students’ autonomous learning capabilities. Finally, the post-test data from the EC and CC are subjected to independent sample T-test analysis to investigate the effects of the lexical approach experiment on reading comprehension.

4.1.1 Reliability and Validity of the Questionnaire

Before formally distributing the questionnaire, a trial test is conducted with a random sample of 100 college students who are not majoring in English at this university. After analyzing Table 4.1, it is found that the Cronbach’s coefficient for the total scale of this questionnaire is 0.940. Additionally, the Cronbach’s coefficients for all the subscales are above 0.7, indicating a high level of internal consistency reliability for the questionnaire. 

Chapter 5  Conclusion

5.1 Main Findings

The findings of this study, which answer three research questions, are based on the research experiment described in chapter three and the data analysis results presented in chapter four. The researcher makes some findings from the whole study.

1)The application of a lexical approach to reading teaching is conducive to improving students’ autonomous learning ability in English reading. 

Based on the findings of the questionnaire survey, it can be indicated that the mean score increased from 2.227 to 3.398 as well as p=0.000<0.05, which meant that the application of the lexical approach effectively improved the overall autonomous learning ability in the English reading of students in EC. This study utilized the lexical approach to teach English reading to non-English majors. The conclusion aligned with previous applications in other educational stages. Compared to traditional English reading classrooms, those based on lexical chunk teaching helped students master the language faster and promote autonomous exploration and application through real-life practice. This cultivated students’ awareness and ability for autonomous learning. 

Furthermore, the lexical approach not only improved students’ overall autonomous learning ability in English reading but also enhanced the five dimensions of learning motivation, learning time-management, learning strategy, learning process, and learning result. The dimension of time-management skills showed the most significant improvement. This was likely due to students learning lexical chunks, which allowed them to comprehend common word combinations in texts more quickly. As a result, their reading speed increases, saving them time and enabling them to better manage their reading time and reading plans. 

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