The Study On The New Model Of Reading Instruction Based On Web2.0Technologies

With the development of Web2.0technologies, more and more Web2.0applications have been implemented into the realm of EFL instruction. It has become very important to figure out how to keep pace with the application of new technology and combine it with English learning to contribute to effective reading instruction. Reading, among the language skills, receives high attention from researchers. As the most important language input, extensive and effective reading is a key factor for improving reading comprehension. Recent researches demonstrate that readers’ involving in interaction leads to much more motivation and engagement than traditional individual reading during the process of reading. It is Web2.0technologies that render infinite reading resources and more opportunities to interact and communicate.In this thesis, college students’ cognition of the Internet and online learning was investigated and a teaching experiment was designed, in which the effectiveness of the reading instruction supported by Web2.0applications was investigated and verified by means of surveys and tests, in order to explore the following issues:What are the students’ reflection and attitudes towards the new model supported by Web2.0applications? Can the new reading instruction based on Web2.0technologies enhance College English learners’ reading ability? How is reading comprehension affected by reading strategies use and how do strategies work for EFL readers in the process of reading with the Web2.0applications? The experimental study was carried out at Xuzhou Medical College with110participants. It took twelve weeks to conduct the experiment, during which the participants of experimental group attended the online reading instruction based on Web2.0tools.The results of surveys show that the experiment was widely accepted among students. Students’self-regulated leaning ability and interest in reading were effectively enhanced on the Web-based platform. The analyses of the experimental results demonstrate that students can interact and communicate more autonomously and conveniently in the Web2.0environment than in traditional classrooms, which serves to improve their reading ability. While reading online, students can fulfill reading tasks by using different types of reading strategies, especially the problem-solving strategies and support strategies.