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Improving Reading
Comprehension of Malaysian
Secondary School Students via
Self-Questioning Reading
Strategies
Zulaikha Izehari
2014907245
ED7701A1
EDU702 Intro to Research Methodology
IntroductionR
ea
din
g In reference to the National Library of Malaysia (2010), reading habits among Malaysians has risen as much as 1.3% in the span of five years.
Critic
al R
ea
din
g Self-questioning reading employs critical questioning techniques that require students to analyse, synthesize, and evaluate information, to solve problems and make decisions rather than merely to repeat information (Snyders, 2008)
Research Problem
Malaysian students in language classes are passive and unable to
respond critically to literary texts
(Jaffar, 2004 & Hwang and Embi, 2007)
Instructional strategies that employ students’ higher-order thinking skills have proved to
be helpful in improving critical
thinking skills
(Snyder, 2008)
Apply self-questioning reading technique on Malaysian students to
produce future students with critical
thinking abilities
Research Objectives & Questions
Objectives
• To investigate the pedagogical approach in using self-questioning reading strategies for reading activities in ESL classroom
• To determine the effectiveness of self-questioning reading strategies on reading comprehension in ESL classroom
• To evaluate students’ attitude towards self-questioning reading strategies for reading activities
Questions
• What is the pedagogical approach in using self-questioning reading strategies for reading activities in ESL classroom?
• What is the effectiveness of self-questioning reading on reading comprehension in ESL classroom?
• What is the students’ attitude towards self-questioning reading strategies for reading activities?
Research Design
Approach
•Qualitative
Design
•Experiment & Survey (Cohort)
Instruments
•Test (Pre & Post) & Questionnaire
Sample
Form 2 Students
Selangor
Malaysia: Boarding School Students11
Sample Size: 118 out of 180 students
Sampling Method: Random Sampling
