英語繪本課程對於臺灣國中學生閱讀能力發展之影響

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(1)國立臺灣師範大學英語學系碩. 士. 論. 文. Master’s Thesis Department of English National Taiwan Normal University. 英語繪本課程對於臺灣國中學生閱讀能力發展之影響 The Effect of a Picture Book Program on Taiwanese Junior High School Students’ Development of Reading Ability. 指導教授：李宜倩. 博士. Advisor: Dr. Yi-Chien Lee 研究生：索家吉 Graduate: Chia-Chi So. 中華民國一百零八年七月 July 2019.

(2) 中文摘要本研究旨在探討英語繪本課程對於臺灣國中學生閱讀能力發展之成效。學生對於此閱讀課程的看法也是本研究關注的重點。參與本研究對象為臺北市國中 19 位八年級學生，於每週選修課程時進行為期四週、每週兩堂共 90 分鐘的英語繪本課程。課程中使用四本學生較有興趣或與其生活經驗相關的主題繪本為教材，並於課堂上共讀完畢後完成學習單。此研究採單組前後測實驗並輔以課程中與課程後之質性資料，研究工具包含英語閱讀理解試題、英語閱讀動機問卷之前後測；將此前後測量化資料與學生訪談、教學反思札記等之質性資料進行綜合分析、整理與歸納。研究結果顯示，英語繪本課程未能顯著提升學生閱讀理解能力，然學生整體閱讀能力趨於集中，且學生肯定多項課程閱讀活動與學習單對英語閱讀能力提升的助益。此外，英語繪本課程能有效提高學生閱讀動機，使其延續課外閱讀的興趣。從質與量的討論可推知，英語繪本課程整體而言對於臺灣國中學生的閱讀能力與閱讀動機發展有助益。據此結果，研究者建議將繪本閱讀課程融入英語教學中，並採取多樣化的教學活動以協助發展國中學生閱讀理解與持續的閱讀動機。關鍵詞：英語繪本、閱讀理解、閱讀動機 . . i.

(3) ABSTRACT This study aims to investigate the effect of a picture book program on Taiwanese junior high school students’ development of reading ability. The students’ perceptions of this reading program are also of interest to the present study. In the present study, 19 eighth-graders in Taipei participated in an elective course, including a four-week picture book program that provided the students with two 45-minute reading sessions each week. During the program, four picture books regarding topics more interesting to the students or closer to their life experiences were chosen as reading materials. After the shared reading in class, the students were asked to finish a worksheet based on the picture book of the week. The instruments adopted in the study are as follows: comprehension tests, motivation to read questionnaires, worksheets, semi-structured interviews, and reflexive teaching journals. Quantitative and qualitative data obtained from the above-mentioned were then carefully analyzed and discussed. The results reveal that, quantitatively, the picture book program failed to aid the EFL learners in developing their reading ability. However, the students’ reading abilities tend to be concentrated after completing the program. Qualitatively speaking, the students found many of the reading activities beneficial to the improvement of English reading ability. Moreover, the program enhanced the learners’ reading motivation effectively, thus continuing their interest in further reading. According to the present findings, it is suggested that the picture book reading program benefited Taiwanese junior high school students in reading ability as well as reading motivation. It is thus proposed that picture book programs be incorporated into the English curriculum in Taiwan, and various effective reading activities be included to increase junior high school students’ reading comprehension and reading motivation.. ii.

(4) Keywords: English picture books, reading comprehension, reading motivation. iii.

(5) ACKNOWLEDGEMENTS Writing a thesis is much more challenging than I thought and more rewarding than I could have ever imagined. None of this would have reached fruition without the ongoing support of many people around me. First and foremost, I would like to express my immense gratitude to my advisor, Dr. Yi-Chien Lee, for giving me the opportunity to learn how to conduct research under her expert guidance. From reviewing early drafts to offering valuable advice on refining the study, she has always been patient with my questions despite her tight schedule. Her words of encouragement soothed my anxiety and motivated me to persevere in my efforts to complete this thesis. Learning from Dr. Lee has deepened my understanding of what it is like to be a role model in teaching. I would also like to extend my sincere thanks to the committee members, Dr. Mei-zhen Wu and Dr. Shiau-Ping Tian, for their precious time to carefully review my thesis and to make insightful comments as well as invaluable suggestions for me to revise it. Better quality of the thesis could not have been achieved without their practical contributions. My heartfelt thanks also go to my dear friends. To Cheng-Chen Hu, who tolerated my sense of helplessness and frustration during thesis writing. She had the amazingly therapeutic power of cheering me up. To Hsun Cheng, who strictly monitored the progress of my thesis and patiently answered all of my thesis-related questions. She recognized my weaknesses and kept reminding me to overcome them. To Si-Yu Li, who left all she had regarding thesis development for my reference. Her act of great generosity benefited me enormously. To Chao-Hong Kao, for squeezing the proofreading in for me. To Te-Tzu Chiu, for asking me to prioritize my tasks and to think more for myself. To Hsin-Yi Huang, for her profound belief in my abilities. To Shu-Fen Tsai, for helping me in every way she could and visualizing our. iv.

(6) wonderful journeys with me. A special acknowledgement to all those who ever said anything positive or encouraging to me. I heard it all, and it meant the world to me. The genuine concern touched me and sustained me. Thank them for being a part of my getting here. Finally, I am deeply indebted to my family. The unconditional love and care from my father gave me a sense of security, with which I could fully concentrate on my thesis. Always prepared to lend a sympathetic ear, my older sister stood by me during every struggle and all my success. I appreciate everything Mother did for me. Thank her for always being the person I could turn to, for having unwavering confidence in me, and for simply being my mom. Without my family’s selfless devotion and whole-hearted support throughout my years of study and through the process of writing this thesis, the accomplishment of the final work would have never been possible.. v.

(7) TABLE OF CONTENTS 中文摘要 ................................................................................................................................... i ABSTRACT ............................................................................................................................. ii ACKNOWLEDGEMENTS ................................................................................................... iv TABLE OF CONTENTS ....................................................................................................... vi LIST OF TABLES .................................................................................................................. ix LIST OF FIGURES ................................................................................................................. x CHAPTER ONE. INTRODUCTION .................................................................................. 1. 1.1 Background and Motivation ........................................................................................ 1 1.2 Purpose of the Study .................................................................................................... 4 1.3 Research Questions ..................................................................................................... 5 1.4 Significance of the Study............................................................................................. 5 1.5 Definition of Key Terms ............................................................................................. 6 1.5.1 Reading Comprehension .................................................................................. 6 1.5.2 Picture Books.................................................................................................... 6 1.5.3 Reading Motivation .......................................................................................... 7 CHAPTER TWO. LITERATURE REVIEW ..................................................................... 9. 2.1 L1 Reading Development ............................................................................................ 9 2.2 L2 Reading Development and Instruction ................................................................. 12 2.3 Reading Materials in EFL/ESL Contexts .................................................................. 15 2.3.1 Textbooks ....................................................................................................... 15 2.3.2 Picture Books.................................................................................................. 15 2.4 Reading with Picture Books ...................................................................................... 17 2.4.1 Values of Picture Books ................................................................................. 17 2.4.2 Criteria for Picture Book Selection ................................................................ 18 2.4.3 The Use of Picture Books and Reading (or Literacy Development) in L1 Setting ...................................................................................................................... 19 2.4.4 The Use of Picture Books and Reading (or Literacy Development) in ESL/EFL Settings .................................................................................................... 20. vi.

(8) 2.4.5 The Use of Picture Books and Reading (or Literacy Development) in Taiwan ................................................................................................................................. 21 2.5 Reading Motivation ................................................................................................... 21 CHAPTER THREE. METHOD ........................................................................................ 24. 3.1 Setting ........................................................................................................................ 24 3.2 Participants ................................................................................................................ 25 3.3 Instruments ................................................................................................................ 26 3.3.1 The GEPT on Reading at Elementary Level .................................................. 26 3.3.2 Teacher-Made Worksheets ............................................................................. 26 3.3.3 The MRQ ........................................................................................................ 27 3.3.4 Semi-Structured Interviews ............................................................................ 28 3.3.5 Reflexive Teaching Journals .......................................................................... 29 3.4 Materials .................................................................................................................... 30 3.5 Procedure ................................................................................................................... 33 3.5.1 Before the Program......................................................................................... 33 3.5.2 During the Program ........................................................................................ 35 3.5.3 After the Program ........................................................................................... 36 3.6 Data Analysis............................................................................................................. 39 3.6.1 Paired T-Test .................................................................................................. 39 3.6.2 Analysis of the MRQ Results ......................................................................... 39 3.6.3 Analysis of the Worksheets ............................................................................ 39 3.6.4 Analysis of the Interviews .............................................................................. 40 3.6.5 Analysis of the Reflexive Teaching Journals ................................................. 40 CHAPTER FOUR. RESULTS AND DISCUSSION ........................................................ 41. 4.1 Results ....................................................................................................................... 42 4.1.1 Reading Comprehension Development .......................................................... 42 4.1.1.1 Paired T-Test ....................................................................................... 42 4.1.1.2 Qualitative Results............................................................................... 43 4.1.2 Perceptions of the Picture Book Program ...................................................... 47 4.1.2.1 Perceptions of Motivation ................................................................... 48. vii.

(9) 4.1.2.1.1 Motivation to Read Questionnaires ...................................... 48 4.1.2.1.2 Qualitative Results................................................................ 50 4.1.2.2 Perceptions of the Favorite Activities ................................................. 55 4.1.2.3 Perceptions of the Challenges ............................................................. 57 4.2 Discussion.................................................................................................................. 60 4.2.1 Effect of the Picture Book Program on Reading Ability ................................ 61 4.2.2 Perceptions of the Picture Book Reading Program ........................................ 64 CHAPTER FIVE. CONCLUSION .................................................................................... 71. 5.1 Summary of the Findings .......................................................................................... 71 5.2 Pedagogical Implications........................................................................................... 73 5.3 Limitations of the Present Study ............................................................................... 75 5.4 Suggestions for Future Research ............................................................................... 76 REFERENCES ...................................................................................................................... 78 APPENDICES........................................................................................................................ 84 Appendix A: The GEPT Reading Test at Elementary Level........................................... 84 Appendix B: A Sample of the Worksheet: The Color Monsters ..................................... 94 Appendix C: Motivations for Reading Questionnaire ..................................................... 97 Appendix D: The First Interview Questions (English Version) .................................... 110 Appendix E: The Second Interview Questions (English Version) ................................ 112 Appendix F: A Sample of the Student’s Worksheet: George and Martha ................... 114 Appendix G: A Sample of the Student’s Worksheet: Now One Foot, Now the Other.. 115 Appendix H: A Sample of the Student’s Worksheet: Prince Cinders .......................... 116. viii.

(10) LIST OF TABLES Table 4.1 Results of Pre-Post-tests on Reading Comprehension ............................................ 43 Table 4.2 Results of Pre-Post-tests on Reading Motivation .................................................... 49. ix.

(11) LIST OF FIGURES Figure 3.1 Flow Chart of the Data Collection Procedure ........................................................ 38. x.

(12) CHAPTER ONE INTRODUCTION 1.1 Background and Motivation Since being capable of reading indicates the ability to access written language, where extensive knowledge is stored, reading ability, among the four essential English skills, has always been of crucial importance in students’ English learning. Nowadays in Taiwan, where teachers’ instruction mainly depends on the format of entrance exams, most junior high school students and teachers devote their attention to developing reading ability. This phenomenon has been especially noticeable since the first-year implementation of the Comprehensive Assessment Program for Junior High School Students (henceforth CAP), which is believed to have increased the difficulty level of the English reading test in comparison to that in the previous Basic Competence Tests for Junior High School Students. Consequently, with the aim of better comprehending the more challenging reading passages in CAP, the development of learners’ reading ability in the classroom is further highlighted. According to Lo (2008), however, “any exclusive focus on the linguistic narrows the communication experience in the classroom” (p. 79). In other words, foreign language learning is not simply about learning to read from written texts, but about reading from other sources, for instance, visual images. With two modes of communication interacting, picture books are therefore regarded as appropriate reading materials for foreign language learners.. 1.

(13) Bombarded with visual images from various media, students today have become more visually oriented. Hence, picture books appeal to them as ideal visual aids to learn new concepts, comprehend the text, and acquire foreign languages (Carr, Buchanan, Wentz, Weiss, & Brant, 2001). For L2 learners at lower levels of proficiency, the visual representations of picture books function especially well as advanced organizers, facilitating top-down processing and further enhancing their reading comprehension (Hibbing & Rankin-Erickson, 2003). Accordingly, the application of picture books engages learners at different proficiency levels in foreign language classrooms. Providing numerous strengths for learners, however, picture books are considered mere visual entertainment by some, and thus less satisfactory literary texts for students beyond elementary grades. In fact, the term “picture books” refers only to the format of literature, not necessarily to the indication of a low reading level (Bainbridge & Pantaleo, 2001). Past studies have also justified the contributory factor in text comprehension and retention through the interaction of texts and visuals in picture books. Containing an effective dual mode, picture books exist for learners of all ages and should be welcomed as beneficial aids in all levels of classrooms (Jalongo, 2004). Reading enjoyment, in addition to reading comprehension, has received much attention (Jalongo, 2004) and played a significant role in promoting literacy. Experts in the field of literacy have asserted that active involvement with picture books, providing emotions,. 2.

(14) interest, and motivation, helps shape and maintain literates’ learning experience (Cambourne, 2001; Turner, 1997). Therefore, how educators motivate students and help them sustain the pleasure are of considerable importance. According to Bainbridge and Pantaleo (2001), junior high school students seldom read for pleasure. Under examination-driven circumstances, English learning for EFL students, particularly those in Taiwan, has almost been narrowed down to the learning of grammatical rules (Hwang, 2005). It is then essential for language teachers to guide students in search of the pleasure of reading and for the purpose of nonstop literacy development afterward. Based on the teacher researcher’s curriculum design, the English reading instruction for the three years of junior high school differs in direction. In the 7th- grade, courses are mainly pleasure-oriented, for students in the first year of junior high school feel less pressure of the CAP. For 8th-graders, who acquire literacy in a transitory period, instructional materials provided are both pleasure-oriented and exam-oriented. With the CAP approaching, students in the 9th-grade need more hands-on exercises; reading materials given become largely exam-centered as a result. Inspired by Roe (2004), the teacher researcher aims to benefit students to the full by expanding the reading materials used in class. Accordingly, in the present study, the teacher devises and implements a picture book reading program, in the hope of engaging students at various proficiency levels to enjoy learning with picture books. To summarize, picture books serve as a potential tool for the reading development of. 3.

(15) visually oriented learners. Its effect on EFL junior high school students, however, is to be explored. Therefore, the present study intends to discuss and interpret the picture book program in detail after its implementation, hoping to understand how students develop their reading ability and motivation through it. 1.2 Purpose of the Study The present study mainly aims to investigate how a picture book program affects Taiwanese junior high school students’ development of reading ability. Moreover, students’ perceptions of the picture book program, particularly in fostering their reading motivation, are of interest to the study and will be further explored. To understand how the implemented program facilitates students’ reading development, the teacher researcher’s perception of the program will also be carefully examined. The purpose of the study is reiterated briefly below: 1. To discuss the effect of a picture book program on the development of Taiwanese junior high school students’ reading ability. 2. To describe how Taiwanese junior high school students perceive the picture book program. With this study, it is hoped to shed light on the effect of a picture book program on junior high school students’ reading development in a foreign language context. In addition, the perceptions of the two key roles in the program, the students and the teacher, are expected to provide a more in-depth analysis of the program.. 4.

(16) 1.3 Research Questions Based on the purpose of this study, two research questions are addressed as follows: 1. How does the picture book program influence Taiwanese junior high school students’ reading comprehension? 2. How do the students perceive the picture book program? The research questions are to examine the reading ability development as well as the perceptions of EFL learners in junior high school after the implementation of a picture book program. Both the teacher’s and the students’ reflections of the program will be recorded and investigated in order to achieve a thorough understanding of the picture book program. 1.4 Significance of the Study There has been research concerning the use of picture books in EFL elementary education; few studies, however, have emphasized the applications to learners in secondary schooling in a foreign language context. The present study delves into the effectiveness of using picture books as supplementary reading materials in a junior high school in Taiwan. Also, through a picture book program, this research seeks to involve older learners, that is, junior high school students, in the experience of reading with picture books. With students from different grades participating, the effect of picture books could be better understood, the values of a picture book program appreciated by more individuals, and the applications of both further developed. In addition, it is hoped that the picture book program described here could serve. 5.

(17) as a practical guide, readily accessible and easily understandable, for language teachers interested in implementing such instructional programs. Educators are therefore provided with a viable method of reading instruction, the adoption of which is hoped to broaden students’ reading experience. 1.5 Definitions of Key Terms To achieve clarity of the central concepts in the present study, the following three terms, reading comprehension, picture books, and reading motivation, are carefully defined. 1.5.1 Reading Comprehension Most researchers agree that reading is an interactive process between a text and a reader (Carrel & Eisterhold, 1988; Goodman & Goodman, 1983; Sakai, 2008), which comprises decoding and reading comprehension (Block & Parris, 2008; Goodman & Goodman, 1983; Pearson, 2002). The two constituents occur simultaneously in the process of reading and interrelate in dynamic ways. Therefore, as Bråten (2007) defines it, reading comprehension indicates that meaning is extracted and constructed through interaction with the text. It also exhibits the extent to which readers process and understand the written language (Block & Parris, 2008; Pearson, 2002). 1.5.2 Picture Books Short on pages but long on meaning (Culham, 2001), picture books represent a unique genre of children’s literature different from illustrated books. Within approximately 32 pages. 6.

(18) and 200 words, a picture book is defined as a storybook that is “a fiction book with a dual narrative, in which both the pictures and the text work interdependently to tell a story. It is a tale told in two media, the integration of visual and verbal art” (Bishop & Hickman, 1992, p. 2). The words and images in picture books carry equal weight, telling at least four stories: one from the text, another of the pictures, another through the interaction of the two, and still another with the addition of readers’ imagination (Grundvig, 2012; Jalongo, 2004). Picture books “create a playing field where the readers explore and experiment with the relationship between pictures and words” (Driggs & Sipe, 2007, p. 274), which engages learners of all ages in the experience of learning and enjoyment (Murphy, 2009). The pictures themselves also “extend, clarify, complement, or take the place of words” (Shulevitz, 1985, p. 15). In other words, they possess particular significance in facilitating readers’ interpretations of the text and their understanding of the comprehensible concepts usually included in picture books. 1.5.3 Reading Motivation According to Guthrie and Wigfield (2000), reading motivation was defined as “the individual’s personal goals, values, and beliefs with regard to the topics, processes, and outcomes of reading” (p. 405), which implied that learners can be driven to read for various reasons. Numerous studies also described a direct connection between reading motivation and reading achievement (Guthrie et al., 2007; Taboada et al., 2009; Unrau & Schlackman,. 7.

(19) 2006; Wang & Guthrie, 2004). In the present research, students’ reading motivation development is examined by the pre- and post-test of Motivations for Reading Questionnaire (MRQ), a commonly used measure to assess a wide variety of potential aspects of reading motivation.. 8.

(20) CHAPTER TWO LITERATURE REVIEW With the aim of examining the effect of a picture book reading program on EFL learners, this chapter begins with a review of the first language reading development and continues with that of L2 reading development and instruction. The influential approaches will be mentioned and an adjusted stance will be adopted as the pedagogical framework for the present study. Subsequent to the first section is a discussion of the reading materials used in ESL/EFL settings. As the focus of this study, more picture books will be introduced, including the values, the selection criteria thereof, and their application in ESL/EFL contexts. The chapter ends with learners’ reading motivation, which is another matter of concern in the study. 2.1 L1 Reading Development According to Krashen (2004), good reading habits could expedite the development of good reading skills. Further, reading skills of the mother tongue were transferable to a second language, for they were essentially the same and were becoming more directly affected by individuals than by languages. Similar transference also existed in the pleasure of reading habits from the first language to that of the second. As a result, he claimed that it was essential for students to be encouraged to continue reading in their mother tongue. As time passed, they would develop not only the first but also the second language much more. 9.

(21) effectively. To read more efficiently, Goodman (1983) emphasized the learning of reading skills or strategies in the process of comprehending. By applying different reading skills to reading, readers appeared to involve themselves in a guessing game where they reconstructed messages encoded by writers. The strategies they used facilitate the process of reading. Unlike L2 learners, native-speaking children already have a large vocabulary bank for early reading before they begin learning to read. With a good command of the patterns and knowledge about reading materials and styles, they are read to many stories and eager to learn how to read. The main purpose of their reading, however, lies not in equipping themselves with the ability to read, but in interacting with the stories and storytellers and being educated and entertained during the process (Nation, 2008). The books native learners read, as Nation pointed out, have some common characteristics as follows: interesting, well-illustrated, and not too long. There is also a lot of repetition in the texts, with predictable yet funny storylines. In reading instruction, much attention is given to comprehension and enjoyment. Techniques centered on meaning, such as shared reading, guided reading, and independent reading, are therefore employed in teaching reading. In shared reading, the teacher reads stories to learners while exhibiting pictures and words from a very large book. By making the learners predict and comment on the storylines, the teacher engages them in reading.. 10.

(22) Occasionally, the learners can even read aloud the texts together. The whole procedure of the shared reading activity is an attempted imitation of a parent-child bedtime story reading. After the reading, the learners participate in follow-up activities, including drawing, writing, or some language studying of the story. Shared reading aims to have the learners derive pleasure from the interesting stories as well as the interaction with the teacher in making predictions of and comments about the story. As for guided reading, it generally follows the procedure of reading, discussing, and then predicting. The teacher and the learners talk about the book title first, making sure each word is understood. Then, similar to shared reading, they discuss the visual images in the story and predict the storylines. The learners’ background knowledge about the topic, if any, is also shared before actual reading. Some ideas and important words in the story are mentioned and clarified as well. With these ready, the learners then start to read. Last, in independent reading, the learners read a book with their own choices silently. To summarize, since the purpose of L1 reading is to interact, entertain, and educate, native learners, who have an advantage of much linguistic knowledge and experience, are encouraged to continue reading. Involving themselves in short, interesting stories with nice illustrations and predictable plots, the learners are able to improve comprehension and to find enjoyment. Their reading habits, pleasure, and skills can be further transferred to second language reading.. 11.

(23) 2.2 L2 Reading Development and Instruction Over the past thousands of years, reading instruction has gradually evolved and been actively discussed, with different approaches dominating different phases. Generally, English reading programs designed for native English speakers have been inextricably intertwined with ESL reading instruction (Gunderson, Odo, & D’Silva, 2013). In other words, L2 learners learn how to read mostly through courses developed for native-speaking students. It turned out, however, that not a single approach or method was superior to another, and that a combination of various instructional approaches would be more effective than constant dependence on one. More importantly, individual learners’ needs, abilities, and backgrounds should be considered as crucial factors in adopting different approaches to reading (Connor, Morrison, Fishman, Schatschneider, & Underwood, 2007). The following paragraphs present the characteristics of some of the commonly known reading instructional approaches. As Ferdman and Weber (1994) stated, models applied to ESL or EFL reading included linguistic, psycholinguistic, and sociolinguistic approaches. Focusing on how readers read, the linguistic approach emphasizes the bottom-up skills needed for comprehension. Learners build meanings by processing the various units, such as letters, words, phrases, or clauses in the texts. In other words, word recognition occurs in advance of comprehension, whose process is driven by all the information in the texts. Learning to read thus becomes a process of skill acquisition (Gunderson et al., 2013). Different from the linguistic model, the. 12.

(24) psycholinguistic approach concentrates on what readers comprehend. Learners apply their background knowledge about both form and content to construct personal and contextual meanings. Smith (1994) stressed particular significance on learners’ background knowledge in meaning construction, stating that “Knowledge of relevant schemes is obviously essential if we are to read any kind of text with comprehension” (p. 15). Many other researchers also recognized the importance of background knowledge in ESL students’ comprehension (Carrell, 1981; Hudson, 1982; Johnson, 1981, 1982). Reading becomes a psycholinguistic guessing game, where readers interact with their thought and language during the process (Goodman, 1976). Goodman also proposed four specific processes in reading, including predicting, sampling, confirming, and correcting. Readers guess the meaning of the text first, obtain some of the information to confirm the guesses, and then reexamine them. Reading in this way is an active process. This top-down model influenced many teachers to provide more meaningful materials and those closer to students’ experience with the world. Having been adopted by many ESL experts as a good model for L2 reading instruction, the psycholinguistic model, however, with little evidence, is not proved to be a superior approach (Gunderson et al., 2013). Without strictly adhering to either the linguistic or the psycholinguistic model, most researchers and teachers have currently accepted an interactive reading model, indicating that readers use both bottom-up and top-down approaches to processing reading. Reading is then. 13.

(25) seen as a two-way communication, tapping into not only the learners’ background knowledge and higher-order mental processes but also the characteristics of the texts themselves. Connor et al. (2007) also concluded that different approaches must be applied considering individual learners’ needs, capabilities, and backgrounds. Moreover, Graves and Fitzgerald (2005) stated that, as an instructional approach, the scaffolded reading experience could be used to assist students with effective reading and comprehension. What constitutes the experience is planning and implementation. In the planning phase, teachers consider students’ needs, the text difficulty, and the purpose for reading. During implementation, teacher-planned lessons and pre-, while-, and post-activities are incorporated. According to Salsbury’s review (2005), scaffolding reading for English learners is supported by a large body of research, showing beneficial effects not only for before-reading activities but for during- and after-reading activities of various kinds as well. To help students become independent readers, the procedure in reciprocal teaching developed by Palincsar and Brown (1986) could be adopted. The training and use of four strategies that could be employed paragraph for paragraph to the text include: First, predicting the content prior to reading; second, questioning the main ideas; third, summarizing what is read; last, clarifying some of the complicated aspects. As the teacher models the procedure, it is expected that students can gradually learn to work on it with their peers, and on their own in the end.. 14.

(26) Considering the above-mentioned features of different approaches, the picture book reading program in this study will adopt a more eclectic instructional approach, ensuring the learners’ active participation in reading instruction. 2.3 Reading Materials in EFL/ESL Contexts 2.3.1 Textbooks Textbooks, usually full of vocabulary words, grammatical rules, and dialogues, are used as the main reading materials in most ESL or EFL classrooms. They ensure structure, consistency, and logical progression of the presentation of the official knowledge of school subjects. They not only guide teachers through the course and activity design but also provide students something specific to work on and to study further after school (Wang, Lin, & Lee, 2011). The content in textbooks becomes the major source on which the evaluation of the students’ comprehension is based. The textbook English, however, has been evidenced by research with a problem of foreignness, reflecting language or situations considerably different from that in the real world (Kennedy, 1998; Mindt, 1996; Shrum, 2015). 2.3.2 Picture books Not until the late twentieth century were picture books regarded as a serious type of literature to study academically (Grundvig, 2012). Combining the visual and the verbal as two forms of communication, picture books are a stimulating type of children’s literature (Maria & Carole, 2006) in which the words and images influencing each other, “each one. 15.

(27) becoming the environment within which the other lives and thrives” (Lewis, 2001, p. 48, 54). “Sophisticated, abstract, or complex in themes, stories, and illustrations” (Lynch-Brown & Tomlinson, 2005, p. 83), picture books are suitable for readers of all ages. From elementary school students to high school learners, picture books can be interpreted differently, hence their appeal. In EFL classrooms, however, picture books are seldom found as reading materials. Teachers misunderstand that students may have them at home, or they are underestimated as books merely for entertainment (Grundvig, 2012). In fact, young children are aware of the subtleties in picture books and they find their awareness enjoyable (Kiefer, 1995). Nevertheless, Kiefer found that teachers did not spend as much time on the visual representations as on the written texts. That is to say, students were unable to discover more about what they enjoy with the teacher’s instruction. The potential of picture books was underdeveloped as a result. With the many strengths the pictures bring out, teachers should encourage the use of picture books in class. For instance, the illustrations convey essential information and give readers a more comprehensive perspective of the text (Lewis, 2001; Nikolajeva & Scott, 2006; O’Neill, 2011). Also, as Lo (2008) stated, “any exclusive focus on the linguistic narrows the communication experience in the classroom” (p. 79). In other words, L2 literacy should not be just learning to read and write, but learning the language in the words and in the illustrations as well. With pictures, readers’ engagement with the text is also increased. 16.

(28) because of their visualization capabilities. Reluctant readers in particular may benefit from the pictures, which perform a motivational or affective function to make the readers’ reading even more enjoyable (Hibbing & Rankin-Erickson, 2003). Instead of being used as textbooks, picture books should be made use of as aesthetic literature together with textbooks to motivate students “to read across a variety of types of texts,” thus enhancing their reading ability (International Reading Association & National Middle School Association, 2001, p. 3). In EFL classrooms, picture books can also introduce processes engaging students’ imagination. As the students negotiate meanings and interpretations with the teacher’s scaffolding, they gain the experience of successful self-expression in the foreign language context. They then become more motivated and self-confident, which achieves one of the positive effects of EFL reading (Bland, 2013). 2.4 Reading with Picture Books 2.4.1 Values of Picture Books Since numerous studies have recorded the significance of visuals in people’s daily life, developing visual literacy becomes a competence in life. Picture books therefore act as a fundamental role in learning to read. The values of picture books can be discussed mainly in three perspectives: the value of the language, the value of the story, and the value of the pictures. First of all, picture books offer language learners a meaningful context. Words or phrases. 17.

(29) they learn in textbooks can be reviewed and easily remembered in contextually meaningful content. The stories can also remind learners of some words or patterns they learn in the texts. In some EFL teachers’ points of view, they benefited from picture books as well as students (Sheu, 2008). Specifically, with two modes of communications constantly interacting in picture books, they developed the productive skills functionally and communicatively together with the students in an EFL classroom. Second, for EFL students, who already learn the reading conventions of their native tongue, stories have the ability to assist them in connecting with their background knowledge, thus making the EFL context less foreign. Unlike textbooks, picture books are like variety shows providing language learners with various entertaining topics. The learning is therefore more unique, productive, and enjoyable. Last, pictures hold the value to promote comprehension and to stimulate imagination. They repeat what the words say or supplement what the words hide. When learners’ comprehension of the text increases, they feel more confident and positive about themselves, and become more willing to set aside time for further reading. Pictures also allow students to develop their own interpretations in language learning. Tolerance of different ideas may follow and increase as students’ opinions continue to form through discussions. 2.4.2 Criteria for Picture Book Selection The criteria for selecting picture books are many. Basically, four facets and the. 18.

(30) interactions thereof need to be considered. The following elaborates further on the book itself, the instructional objectives, the students, and the teachers. First and foremost, the picture books should tell good stories. The content, both words and pictures, should be appealing, motivating, and appropriate for the age of the target students (Grundvig, 2012). The length and complexity of storylines should also be dealt with (Giorgis & Hartman, 2000). Readers, to some extent, can relate to the stories or the characters in them. Second, to present a focused and effective lesson, the purposes of using certain books to meet course objectives are of great importance (Costello & Kolodziej, 2006). If possible, teachers should choose books that not only achieve instructional purposes but can also be incorporated into other academic areas, for an integrated curriculum makes learners’ comprehension of abstract ideas and their intellectual development thrive (Van, Strahan, & L’Esperance, 2001). Third, when selecting picture books, teachers should consider the students’ needs and interests. A variety of topics should also be covered to encourage diversity in the language classroom (Costello et al., 2006). Last but not least, teachers’ own enthusiasm for the books leads to students’ interest and curiosity (Patrick, Hisley, & Kempler, 2002). That is to say, how teachers perceive the picture books used influences students’ motivation to read. 2.4.3 The Use of Picture Books and Reading (or Literacy Development) in L1 Setting Based on student’s written comments and scaled responses, picture books are generally effective tools for learning improvement. In Meyerson’s study (2006), picture books as. 19.

(31) pleasant means provoked emotions and formed affective bonds between undergraduates and theories. Both the pictures and the words increased students’ comprehension and later recall. With teachers’ detailed guidance, middle school students can also benefit from picture books by exploring multiple interpretations of the text, developing inference skills, and eventually becoming critical readers (Bainbridge & Pantaleo, 2001) 2.4.4 The Use of Picture Books and Reading (or Literacy Development) in ESL/EFL Settings The applications of picture books have received much attention from EFL researchers with the introduction of English courses to children in EFL settings. Some researchers, for instance, indicated that stories serve as a resource rich in meaningful contexts, which aids EFL teachers to present vocabulary and patterns (Brewster at al., 2002; Ghosn, 2002). The stories also have the potential to engage EFL learners personally rather than learn mechanically (Collie & Slater, 1987). Some suggested that visual images in picture books fulfill the functions of text clarification and facilitation of language learning (Johnston, 1994; Smallwood, 1987). The pictures complement or specify the information described in words, thus promoting readers’ comprehension (Sakai, 2008). Not only advanced readers but also weak readers benefit in this regard. As for the techniques applied in EFL reading instruction, open-ended and response-oriented questions stimulate classroom discussions. Despite researchers’ insights into the rationale of picture book use in EFL reading contexts, EFL. 20.

(32) teachers’ perceptions of this issue have been barely mentioned. 2.4.5 The Use of Picture Books and Reading (or Literacy Development) in Taiwan In English classrooms in Taiwan, picture book applications have been found more in elementary school courses than in junior high school contexts. Studies have indicated that picture books were usually used to increase low achievers’ learning motivation (He, 2015; Ta, 2013). Also, the visual representations lowered students’ anxiety in learning and improved their comprehension of the storylines (Chung, 2010; Kao, 2012; Liu, 2006). In a study targeting the effect of teachers’ scaffolding on elementary school students’ reading comprehension, most of the EFL participants expressed positive attitudes toward the English picture book reading project and showed improvements in their English reading ability (Chou, 2007). Recently, some studies concerning picture book implementation in junior high schools were conducted. In Kuo’s (2010) study, friendship-based picture book reading instruction proved to enhance eighth-graders’ English reading comprehension. Also, their understanding of as well as interest in English picture books increased after a four-month reading program. Similar research targeted respectively on ninth-graders and seventh-graders indicated the learners’ higher levels of reading performance and those of reading motivation after picture book-based reading instruction (Chang, 2017; Li, 2017). 2.5 Reading Motivation Much research on reading has investigated strategies that most effectively improve. 21.

(33) learners’ comprehension. Few studies, Guthrie (1996) argued, have discussed the issue concerning motivation and involvement. According to Scharlach’s (2008) review, many researchers proposed that, besides teaching reading strategies to enhance comprehension, a motivational reading context must be developed and interesting texts offered by educators. As Alyousef (2006) indicated, teachers have the responsibility to select appropriate materials and seek diverse topics in order to motivate students to read. Moreover, text types such as narratives, information books, and online texts have been discussed in research, suggesting different levels of influence on reading motivation (Guthrie et al., 2007; Yaghi, Abdullah, & Mustafa, 2019). Despite various purposes of reading from diverse sources, students were motivated to some extent. Yet, few studies have involved the investigation of picture books as a source of reading motivation. With their good stories and pleasant pictures, picture books, which are most likely to achieve the motivation potential for English learning, are worthy of attempt for further instructional exploration. They can enhance learners’ reading motivation and better develop their reading skills (Sakai, 2008). In fact, the motivational effect of picture books in language instruction for young learners has been documented (Brewster et al., 2002; Enever et al., 2006; Garvie, 1990; Wright, 2009). Few elementary English teachers and even fewer secondary school teachers, however, have actually expanded the capabilities of this type of children’s literature. As a result, they may lose the opportunities to motivate students to read and to nurture them with the many additional educational values picture books can. 22.

(34) bring to students’ life (Bland, 2013).. 23.

(35) CHAPTER THREE METHOD In this chapter, the method employed in the present study is elaborated. Relevant and specific information is given concerning the context of research, the participants, the instruments, and the materials. In addition, the picture book program is described in detail through the data collection procedure. The analysis of the data then closely follows. Quantitative and qualitative data were both collected to explain findings and provide in-depth investigations. Students in one elective class received the treatment, taking a pre-test and a post-test on reading ability. Questionnaires and interviews were used to delve into the participants’ reading motivation and perceptions of the program. Reflexive teaching journals recorded by the teacher researcher throughout the reading program were adopted as elaborations to further understand the effect of the program on the participants. 3.1 Setting The study was conducted in the junior high division of a national comprehensive junior-senior high school, situated in an urban area in Taipei City. The school dedicated itself to the development of teaching normalization and adopted normal class grouping. Students enrolled in this school generally exhibited high levels of English proficiency. Within most classes, however, a bimodal distribution was still commonly found. In other words, students’. 24.

(36) English abilities varied in a class, showing an M-shaped curve. On average, high achievers outnumbered low achievers. The junior high division comprised three grades from 7 to 9. Among them, eighth-graders were required to take a weekly two-period elective, with each period lasting forty-five minutes. During the time, students from different classes, demonstrating different levels of English proficiency, gather together for this program of research. 3.2 Participants The targeted participants for this study were one elective class of the 8th-graders. Nineteen Taiwanese junior high school students aged 13 to 14 engaged in the program; all of them were native Chinese speakers. During their first year of junior high school, the materials used in English class were mainly a textbook, an extracurricular reader, and an interactive magazine. With a mixed level of English proficiency, the students had no experience of in-class picture book reading, nor did they have an idea of the influence it might reflect, if any, in the development of their reading ability. As they chose to attend the elective course, they began to participate in the picture book program of this study in the spring semester. The study also involved a 33-year-old researcher whose native language was Chinese. She played multifaceted roles during the process, serving as a teacher, data collector and data interpreter simultaneously. She had eight years of junior high English teaching experience. Basically, her way of teaching had been highly interactive. In class, students were. 25.

(37) accustomed to constantly exchanging opinions, sharing experiences, or answering questions with the teacher. 3.3 Instruments To investigate the effect of the picture book program and to further answer the research questions, five different types of instruments were used in the present study, including the General English Proficiency Test (henceforth referred to as GEPT), teacher-made worksheets, the Motivations for Reading Questionnaire (henceforth MRQ), semi-structured interviews, and the researcher’s reflexive teaching journals. The descriptions of each are provided in subsequent sections. 3.3.1 The GEPT on Reading at Elementary Level The elementary level reading test of the GEPT (see Appendix A) generally tests examinees’ ability to understand simple written English related to daily life and to read simple short passages, stories, letters, and frequently used signs (The Language Training and Testing Center [LTTC], n.d.). The reading test comprises three types of tasks: sentence completion, cloze, and reading comprehension. Together they cover 35 items and examinees are required to finish them in 35 minutes. In this study, the standardized reading test, given to examine participants’ development of reading ability, was conducted before and after the picture book program. 3.3.2 Teacher-Made Worksheets. 26.

(38) One worksheet was distributed along with the reading of one picture book. Over the four-week program, the students finished a total of four worksheets. The worksheet mainly consisted of three sections that attempted to develop the students’ reading ability and reading motivation. In the first two sections, the students were mostly expected to figure out the main idea of the story. Further, they would enlarge their word banks by learning some vocabulary in contexts. After the whole class finished reading the picture book, the teacher researcher had the students work in groups and provide the answers voluntarily or by turns. The students could either write down their own ideas or agree on responses from other group members. During the process, the teacher also discussed the worksheet with the learners, sometimes guided them toward the right track on thinking, or deepened certain concepts by giving more illustrations. The third section included four to five discussion questions, which aimed for comprehension of the details of the story as well as connections with the students’ life experience (see Appendix B). 3.3.3 The MRQ With 53 items belonging to 11 constructs of reading motivation, the student-rated questionnaire assessed the extent to which the participants were motivated to read. The MRQ (see Appendix C) was administered twice in the present study, one prior to and the other following the picture book program, each within approximately 20 minutes. The student participants responded on a four-point scale (1: very different from me; 2: a little different. 27.

(39) from me; 3: a little like me; 4: a lot like me) and their scores for respective aspects were later calculated by averaging the items in each construct. The MRQ was successfully applied to middle school students despite the original sample of elementary students (Wigfield & Guthrie, 1997; Unrau & Schlackman, 2006). 3.3.4 Semi-Structured Interviews In semi-structured interviews of the present study, the participants were expected to detail their perceptions of the picture book program. Questions following two interview guides (see Appendix D and E) were asked and probing questions formulated as the participants provided additional information. A total of two interviews were given respectively during and after the picture book program, both of which were conducted in the researcher and the participants’ native tongue. As the participants read two picture books, four students were chosen to attend the interview. The four students came from the four different groups divided in class. They were chosen based on their reading involvement as well as their in-class interactions with the teacher and their peers. Generally, the students were active readers, more than willing to express themselves and share their ideas. Compared with their classmates, they also showed more curiosity about picture book reading. More information might well be elicited. With the students’ permission, each interview, lasting approximately 30 minutes, was recorded and saved as voice files. The first-hand data gathered were then transcribed, analyzed, and discussed.. 28.

(40) The first interview was scheduled two weeks after the commencement of the picture book program. It focused on knowing the participants’ general ideas about picture books before and during the program. Their experience with picture books and the attitudes toward this picture book program were also investigated. The information that might be beneficial to the progress of the program was collected as a reference for later improvement. The second interview was arranged after the completion of the entire program. Similar questions were asked about the participants’ opinions of the picture book program to check if there were changes in the attitudes. Moreover, questions were posed on the effect of this reading program in increasing motivation to read. The participants were also asked to provide self-reflections of this program. Furthermore, any feedback on the picture book program was positively encouraged for potential enhancement of future design. 3.3.5 Reflexive Teaching Journals In order to develop a thorough understanding of the picture book program, the researcher kept a teaching journal for each session of the reading program. In each journal entry, the researcher described what had been planned before the session, including course objectives and a brief description of the lesson plan. After the session, classroom dynamics were recorded immediately and as faithfully as possible. The teacher-student interaction, the peer interaction, the social climate, and the physical and emotional aspects of the classroom were all carefully observed and included. Some difficulties encountered during the session were. 29.

(41) also mentioned and possible solutions were given after careful thought. Additionally, the researcher reflected on her own teaching and the students’ learning. For the improvement of the next session, the overall strengths and weaknesses of each period were assessed toward the end of the reflexive teaching journal. Further, some tidbits noticed were recorded as footnotes to the picture book program. 3.4 Materials Four picture books were chosen based on the criteria for picture book selection and on the informal reading background survey conducted prior to the implementation of the program. The titles were as follows: George and Martha, Now One Foot, Now the Other, The Color Monster, and Prince Cinders. This selection for the program provides at least four familiar topics of the students’ reading interests, all of which suitable for the proficiency levels of most junior high school students. Each picture book also achieves the objectives of every lesson in the program. Last but not least, these literary works have aroused the teacher’s enthusiasm, which is hoped to be shared with the students over the course of the program. The following describes the storylines of the four picture books and their potential applications. 1. George and Martha by Marshall, James (1974) Despite being second in the result of the students’ reading interest survey, George and Martha was chosen as the first picture book to read, for “friendship” is a topic of particular. 30.

(42) concern for most junior high school students, who care much about peer relationships. Featuring the friendship between two hippo friends, George and Martha depicts five short stories that show George and Martha’s daily interactions. Within six to eight pages, each story conveys an important message about how friends can treat each other in order to develop a deep and lasting friendship. The pictures are simple and entertaining, leaving room for the students’ imagination to run wild. The storylines, on the other hand, are clear and easy for the students to better understand the main ideas. Together they help the students learn the true meanings of friendships and they also provide an opportunity for them to examine the friendships of their own. 2. Now One Foot, Now the Other by dePaola, Tomie (1981) Ranking as third in the students’ reading preference, Now One Foot, Now the Other centers on the family relationship between a boy named Bobby and his grandfather, Bob. Bob took great care of Bobby when Bobby was just a baby. He taught Bobby how to walk and they enjoyed themselves while spending quality time with each other. As Bobby’s grandfather became older and weaker, however, he could no longer play happily with his grandson. Bobby felt worried and upset. He thought he could do nothing at first, but then he tried to recall their mutual memories and found that they successfully improved his grandfather’s health. The storyline is readily comprehensible, for when Bob the grandfather got sick, Bobby the grandson did precisely the same as what Bob did to him in his childhood.. 31.

(43) In other words, the plot repeats itself with a role reversal, which makes the story easier to read. The students can not only learn the development of the story through a plot diagram but also cherish the time with family by creating more mutual memories from now on. 3. The Color Monster by Llenas, Anna (2018) Of the same weight as “family,” “feelings” is another topic the students would like to explore in reading. Since the color monster feels all mixed up, its friend wants to help it keep the emotions in separate places. By showing the feelings in different colors, the friend of the color monster details their nature, giving the students concrete examples of what an emotion is like. As the students learn various kinds of feelings, they are expected to know themselves better and to be capable of handling their own feelings with ease. They are also hoped to acquire the repetitive patterns and vivid linguistic expressions used to describe the feelings. 4. Prince Cinders by Cole, Babette (1997) Stories in post-modern picture books top the list of the students’ reading interests. Having read Princess Cinderella back in childhood, most students are familiar with the story and can predict the development of Prince Cinders. With the ability to surprise its readers, however, the post-modern Prince Cinders not only reverses the gender roles but also challenges many traditional stereotypes. A skinny, unattractive prince wanted to join a disco just as his three muscular, masculine brothers did. A dirty, clumsy fairy unexpectedly appeared and did him a favor. He went to the disco in the hope of making some princess. 32.

(44) friends. What he did not know was that he was turned into a hairy monkey instead of a handsome prince. His appearance scared all the people there, including a beautiful princess. Due to some misunderstanding, the princess considered Prince Cinders her lifesaver and she married him in the end. Prince Cinders provides the students with a clear plot and amusing illustrations, thus they can read without difficulty. After reading, the students can further find out the similarities and differences between Prince Cinders and Princess Cinderella. They can also discuss the stereotypes existing now in society and the possible ways to weaken them. 3.5 Procedure The study procedure was composed of three stages: before, during, and after the picture book reading program. Before the program, a pre-study questionnaire and a pre-test were completed. During the implementation of the program, worksheets designed for individual picture books were distributed, interviews conducted, and teaching journals continually written. Subsequent to the end of the program came a post-test and a post-study questionnaire. Interviews were arranged again and the last entry of reflexive journals was finished. The whole study lasted about two months, with the picture book program accounting for the major four weeks. 3.5.1 Before the Program Prior to the picture book program, the MRQ was administered in a 15 to 20 minute. 33.

(45) session to all the participants, serving as the pre-study survey of the students’ current reading motivation. The researcher assisted the students in going through three practice questions and then left them to complete the rest of the questionnaire by themselves. During the process, the students were allowed to raise questions when they felt confused about the content of the questionnaire. The official GEPT on reading at elementary level was also conducted as the pre-test to understand students’ entry behavior in reading ability before the implementation of the picture book program. The test lasted approximately 35 minutes, under the time constraint imposed by LTTC. To develop a reading program likely to arouse the students’ greatest interest, an informal questionnaire on reading habits and interests was also answered. The results were then analyzed and functioned as one of the standards for selecting the picture books used later in the program. In other words, the questionnaire was regarded as the needs analysis of this particular group of students; based on the results, the researcher attempted to select picture books of the students’ interests and those conducive to the development of their reading ability as well. As the picture book program played a central role in the present study, the overall plan and the specific content thereof required careful consideration. The researcher selected four picture books according to the criteria for picture books selection and the results of the. 34.

(46) informal reading questionnaire. Course objectives and lesson plans of each session, teacher-made worksheets, teaching methods, procedure, and activities were derived from the four books correspondingly. 3.5.2 During the Program The picture book program was implemented over a four-week time frame. For each of the four weeks, two successive 45-minute sessions on picture book reading were held. Basically, the students finished one picture book every week, reading a total of four picture books at the end of this program. Including two sessions, the teaching procedure for each picture book was repeated weekly; the objectives of the two periods were slightly different to achieve specific goals. The following details the procedures in each session. The first session emphasized the students’ basic understanding of the story in the picture book. It consisted of three phases, including the warm-up, the presentation, and the closure. To warm the class up, the teacher asked the students to predict, respectively, from the cover and the title and then the pictures through the pages. Then the teacher presented the story through two readings. On first reading, the text was read and the students were asked to summarize the story within a few sentences. On the second one, the students were expected to familiarize themselves with the storyline and to acquire some language skills through the teacher’s implicit instruction. Toward the end of the first session, the teacher distributed one worksheet regarding the picture book being discussed, carefully clarifying all the information. 35.

(47) on it with the students. The second session continued with the worksheet. Based on each selected picture book, the questions on it, which usually included reading comprehension, open discussions, or extended activities, were raised in expectation of encouraging the students to share their opinions or experiences with their group members. A significant proportion of time in this period was therefore allotted to group discussions on the content of the worksheets and their presentations. Through the activities, it was also hoped that the students would develop the ability to draw inferences from and reflect on the story. Furthermore, they would relate their life experiences to the storyline, thus increasing their reading comprehension and motivation. Throughout the session, the teacher endeavored to create an encouraging and anxiety-free atmosphere so as to boost the students’ confidence to read and share. Before the class was dismissed, the teacher briefly commented on the group performance, recapitulated the story, and collected the worksheets for later analysis. One semi-structured interview was conducted two weeks after the implementation of the picture book program, that is, after the reading of the first two picture books. The researcher also kept the reflexive teaching journals to truthfully record each session. Throughout the picture book program, the two-session teaching procedure was cycled four times. 3.5.3 After the Program Following the four-week picture book program, the same MRQ was given to obtain. 36.

(48) post-study information about the changes, if any, in the participants’ reading motivation. Also, the pre- GEPT on reading was carried out in this stage again as the post-test to assess students’ reading performance and to quantify their development of reading ability. The same group of the four students attended the second interview conducted one week after the program. The last entry of the researcher’s reflexive teaching journal was also completed and was collected with the previous three entries for subsequent analysis. The flow chart below presents the overall data collection procedure (see Figure 3.1).. 37.

(49) Figure 3.1 Flow Chart of the Data Collection Procedure Before the program -. Pre-study MRQ Pre-test on reading at GEPT elementary level. -. Informal questionnaire on reading habits and interests. -. Design of the picture book program.  During the program -. Four-week implementation of the. 1st semi-structured. picture book program. interview arranged. (1) 1st session: basic understanding of the story. . (2) 2nd session: discussion or. after two weeks of the start of the program. extended activities -. Teacher-made worksheets. -. Reflexive teaching journals.  After the program. -. Post-study MRQ. 2nd semi-structured. -. Post-test on reading at GEPT. interview arranged. elementary level -. Collection of the teaching journals. . one week after the completion of the program. 38.

(50) 3.6 Data Analysis Quantitative and qualitative data were both analyzed in the present study. The quantitative data included the pre-test and post-test of GEPT on reading at elementary level and the pre- and post-study MRQs; the qualitative data, on the other hand, comprised the teacher-made worksheets, the semi-structured interviews, and reflexive teaching journals. 3.6.1 Paired T-Test To examine if there was a difference in the participants’ reading performance, the paired t-test was given to compare the results of the students’ GEPT on reading prior to and after the implementation of the picture book program. 3.6.2 Analysis of the MRQ Results The participants’ reading motivation was investigated partly according to the pre- and post-study MRQs. The respective average scores were computed out of the 11 constructs concerning reading motivation before and after the picture book program. The results of each aspect were then analyzed as a whole to better understand how the participants were motivated to read through the reading program. 3.6.3 Analysis of the Worksheets The worksheets of each picture book were examined to see if the students could comprehend the storylines, grasp the underlying messages, and learn some vocabulary in contexts. Whether the students can connect themselves with the meanings in the story is also. 39.

(51) an aspect to be explored in the worksheets. 3.6.4 Analysis of the Interviews Four interviewees, who gave informed consent to participate in the study, were invited to the two interviews: one conducted after the first two weeks of the program, the other after its complete implementation. The data recorded in each interview were transcribed and analyzed soon after each meeting in anticipation of supporting the quantitative results of the MRQs. The obtained information was also expected to elaborate on the students’ perceptions of the reading program. 3.6.5 Analysis of the Reflexive Teaching Journals The teacher’s reflexive journals were used to further supplement the students’ perceptions of the picture book reading program. Among the four entries of the reflexive teaching journals, frequent, dominant, or significant themes generated from the raw data were of the researcher’s particular interest. Research findings were expected to emerge from the meaningful categories induced from the data and to be reinforced by the data collected from other methods. In addition to the above-mentioned forms of analysis, the teaching journals were scrutinized in the hope of arriving at a rich picture of the reading program under investigation.. 40.

(52) CHAPTER FOUR RESULTS AND DISCUSSION The picture book reading program was implemented to examine how it affects the participating Taiwanese junior high school students in terms of their reading ability and their perceptions of this reading program. In the present study, an elective class of 19 eighth-graders, coming from different classes and showing different levels of English proficiency, was involved in the four-week picture book program. During the two-hour weekly sessions, students’ performance in class was closely observed, faithfully recorded, and further discussed. This chapter mainly comprises two sections. One includes the results of the pre- and post-tests with GEPT on reading and the comparison between the two, where the students’ proficiency levels along with the development thereof, if any, are described. To reach a better understanding of the learners’ reading performance and reading motivation, the teacher-made worksheets were carefully examined. The results of the pre- and post-study motivation to read questionnaires as well as the participants’ perceptions of the picture book program, particularly those with regard to reading motivation, are provided to check if they were in support of each other. How the students perceived the program regarding the reading activities and the major challenges are also explored. Both quantitative and qualitative data are used to analyze the results. The other section presents a detailed discussion of the findings. 41.