In addition, foreign studies have also explored the role of narrow reading in improving reading interest and motivation. Lamme (1976) shows that good English readers are more likely to concentrate on reading multiple works by the same author or the same series of books. Cho and Krashen (1994) also conduct an experimental study on narrow reading and used the narrow reading teaching method to explore teaching practice. They chosen adult second language learners as their research target and adopted the Sweet Valley series of storybooks as their reading material. In teaching, teachers use a relatively simple teaching method, that is, through a lot of practice, students can read single or multiple texts. After a period of training, studies have found that narrow reading can indeed stimulate students’ enthusiasm for reading and accelerate their reading progress.
Chapter Three Theoretical Foundation ..................... 17
3.1 Input Hypothesis Theory ............................ 17
3.2 Schema Theory ................................ 19
3.3 Relevance Theory .......................... 21
Chapter Four Research Methods ............................. 25
4.1 Research Questions .............................. 25
4.2 Research Participants ....................... 25
4.3 Research Instruments ........................ 25
Chapter Five Results and Discussion............... 31
5.1 Results and Discussion of the Questionnaires ......................... 31
5.1.1 Results and Discussion of Pre-questionnaires in EC and CC .... 31
5.1.2 Results and Discussion of Post-questionnaires in EC and CC .. 33
Chapter Five Results and Discussion
5.1 Results and Discussion of the Questionnaires
Conducting a reliability test on the questionnaire is crucial for maintaining the uniformity and steadiness of its measurement outcomes. In the majority of surveys, the predominant approach employed is testing for internal reliability consistency. This method assesses reliability by calculating the correlation coefficient or Cronbach’s alpha coefficient between the items in the questionnaire. Cronbach’s Alpha Factor: This is a commonly used measure of internal consistency. The coefficient values are between 0 and 1, with higher values indicating better internal consistency of the questionnaire. In general, a Cronbach’s alpha coefficient of more than 0.7 is considered a good level of confidence. If the level of confidence is low, it may be necessary to consider modifying the questionnaire or recollecting data.
From the above table, it can be seen that the Cronbach α 0.861 (> 0.7), indicating that the test paper has high reliability and can be used as a measurement tool for this study.
Chapter Six Conclusion
6.1 Major Findings
Firstly, narrow reading has played a significant role in increasing students’ interest in reading. Before the narrow reading instruction, the survey’s findings indicated a low level of student engagement in English reading, with no notable disparity in this interest between the experimental and control groups. After the instructional experiment, there was a notable enhancement in the students’ enthusiasm for reading English in the experimental class. Narrow reading emphasize
