Interactive Reading to L2 Reading Ability Phichiensathien, P
Mae Fah Luang University
Abstract
The present study extends this line of research by implementing the use of an interactive reading process in the 21st reading classroom. 56 English major students studying in the English Reading and Writing course in the second semester of the academic year 2019 were asked to participate in a voluntary program. Two samples of narrative, expository, and argumentative essays were selected based on these criteria: students literacy experiences from English Reading and Writing courses and the readability and notion of text types. Pubhtml5 was employed to give the samples of the narrative, expository, and argumentative essays to L2 learners. A set of questions based on Kolker’s affective, cognitive, and linguistic behaviors of reading interactive factors were displayed on padlet to investigate the students’ interactions when they read the essays. 20-
multiple-choice items were used as a pre-test and post-test which was
designed based on Barrett’s taxonomy of reading comprehension. Paradoxically, L2 students have been challenged to comprehend English passages by translation, which is at odds with the process of raising and replying questions to comprehend the passage. The findings reveal that the higher the scores on the pre-test and post-test, the more significant the learners’ reading ability becomes. Subsequently, the findings shed light on how L2 learners, interacting with teachers through padlet, can comprehend English passages. It can be concluded that the process of interactive reading helps improve L2 learners’ reading ability.
Keywords: interactive reading; padlet; reading ability; raising and replying questions
