tailieunhanh - Effects of question generation training on first year english major students' reading comprehension and question quality at college of education Thai Nguyen university

This article aims to research effects of question generation training on first year English major students’ reading comprehension and question quality at College of Education – Thai Nguyen University. In this research, the author used experimental methods by applying a reading comprehension test and a worksheet with generated questions | Nguyễn Thị Minh Loan Tạp chí KHOA HỌC & CÔNG NGHỆ 87(11): 111 - 117 EFFECTS OF QUESTION GENERATION TRAINING ON FIRST YEAR ENGLISH MAJOR STUDENTS' READING COMPREHENSION AND QUESTION QUALITY AT COLLEGE OF EDUCATION - THAI NGUYEN UNIVERSITY Nguyen Thi Minh Loan * Foreign Languages Department - TNU SUMMARY This article aims to research effects of question generation training on first year English major students’ reading comprehension and question quality at College of Education – Thai Nguyen University. In this research, the author used experimental methods by applying a reading comprehension test and a worksheet with generated questions. Results revealed that teching questioning strategies had positive impacts on the students’ reading comprehension and question quality. These effects suggest that question generation techniques can be trained for English major students at Thai Nguyen College of Education in particular and learners of English in general in order to improve their reading comprehension ability. Key words: question generation techniques, reading comprehension, question quality, cognitive strategies, metacognitive stratgies. INTRODUCTION Questions appear in all three stages of teaching reading: pre-reading, while- reading and post- reading. A conventional type of reading activity consists of a text followed by comprehension questions (Ur,1996).[13] Traditionally, it is often the teacher who initiates the question, the students respond to this and the teacher makes an evaluative comment or feedback to students (Westgate &Hughes, 1997) [14]. Although teacher questions and text posed questions are of value in reading and learning, they still have several disadvantages. First, students who follow along, answering when asked just play a passive, reactive role, fostering dependency and removing a sense of responsibility (Dillion, 1982) [6]. Another weakness of preposed questions, by the text or by the teacher, is that" students read to satisfy the .