Effects of a Lexical Approach to Chinese English Major Students’ Reading Comprehension Ability

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Yao Zhong
Jitpanat Suwanthep

Abstract

his study aimed to explore the effects of a lexical approach to Chinese English major students’ reading comprehension ability as well as students’ opinions of this approach. A quasi-experimental study was carried out in a Normal University in southern China for 11 weeks. An intact class of 45 first-year English major students at intermediate level participated in the study. They were instructed using a lexical approach to study four long reading texts. The instruments included reading comprehension tests, a questionnaire, and a semi-structured interview. The results showed that students made much progress in reading comprehension after the treatment and they had positive opinions of the lexical approach. It can be concluded from this that the lexical approach had positive impacts on Chinese English major students’ reading comprehension ability and it suggests that this approach could be implemented in English language teaching and learning for English majors in higher education.

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How to Cite
Zhong, Y., & Suwanthep, J. (2022). Effects of a Lexical Approach to Chinese English Major Students’ Reading Comprehension Ability. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 468–497. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/259937
Section
Research Articles
Author Biographies

Yao Zhong, School of Foreign Languages, Suranaree University of Technology, Thailand

A MA student at the School of Foreign Languages, Suranaree University of Technology, Thailand. Her research interests include EFL teaching and learning, the lexical approach, reading instruction, and vocabulary teaching.

Jitpanat Suwanthep, School of Foreign Languages, Suranaree University of Technology, Thailand

An English lecturer in the School of Foreign Languages, Institute of Social Technology, Suranaree University of Technology, Thailand. Her research interests include second language writing, computer-enhanced language learning and teaching, EFL mobile application development and evaluation and curriculum development and quality assurance.

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