| dc.description.abstract | Reading is considered as the core of learning. The international education trend emphasized the importance of the integration between knowledge and communication through reading. When we mention about English reading, it is no longer about memorizing vocabulary and difficult grammar, but a window connecting to the world. In middle school, however, lots of EFL students with learned helplessness rejected to learn English because they were unfamiliar with vocabulary and had problems with grammar. The students with the lack of sufficient English vocabulary and sense of language would be difficult to express fluently in various situations. Furthermore, the learning difficulties also affect their academic performance.
This study attempts to use theme-based deep reading model with English multi-text readings to develop the reading comprehension. Through the design of the reading process includes collaborative discussions and the integration of concept maps, students learn better and even more like reading. They have interest in readings, develop habits, and transfer their confidence and learning model to the academic performance. There were 42 seventh grader students participated in the reading activities of interdisciplinary theme for about half a year. The students used the system of ＂ The Deep Reading of Interdisciplinary Theme＂ in the website ＂The Planet of Tomorrow.＂ At first, students followed the steps to share, discuss, and watch other feedbacks, also they had to learn to take notes and summary by themselves. In the second part, they integrated the ideas of the theme reading context with team members through the group discussion. In the end, by drawing concept maps and doing presentation on stage, students learned collaboration and tried to share their ideas in class.
The preliminary results showed that this model can help students’ English Academic Performance. Secondly, it is helpful to organize the ideas and enhance the conceptual capture after reading. Moreover, during drawing the concept map and staging, it is observed that students have a more accurate grasp of the content and students would like to express in English more often. Finally, it is understood that these activities can maintain self-efficacy and interest in English through students’ interviews and questionnaire surveys. Over all, this model is not only improve students’ English academic performance but also assists students to integrate ideas and the understanding of textual knowledge. In addition, it raises students’ willingness and confidence in English learning. | en_US |