Author(s)

Yougen Lou¹, Pei Xu²

¹School of Foreign Studies, Yangtze University, Jingzhou, China.
²Paotong Elementary School, Wuhan, China.

This paper reviewed a one-term experiment on integrating internet-based language laboratory (IBLL) in teaching reading with the know-want-learn (KWL) plus model to first-year non-English- majored graduate students from Yangtze University. Subjects in this study consisted of 41 non- English-majored graduate students in the control group (CG) and 41 non-English-majored graduate students in the experimental group (EG). The results showed that 1) compared with a teacher- dominated approach for CG, internet-based language laboratory with KWL plus model meta-cog- nitive reading strategy instruction for EG did a better job in enhancing students’ reading skills; 2) There were significant differences between males in CG and EG and females in CG and EG; 3) Students in EG held the positive response for the combined instruction.

KWL Plus Model, Reading Strategy Instruction, Internet-Based Language Laboratory

Lou, Y. and Xu, P. (2016) Improving Reading Performance for Non-English-Majored Graduate Students: Combining a Know-Want-Learn Plus Model of Meta-Cognitive Reading Strategy Instruction and Internet-Based Language Laboratory Support. Creative Education, 7, 325-332. doi: 10.4236/ce.2016.72033.