A Study On The Influence Of English Extensive Reading With Scaffolding Instruction On Junior Middle School Students’ English Reading Literacy

This paper focuses on the integration of English reading teaching and scaffolding instruction and the cultivation of junior middle school students’ English reading literacy.It explores the application of scaffolding instruction in English extensive reading and its impact on junior middle school students’ English reading literacy.This paper is a study on the impact of English extensive reading with scaffolding instruction on junior middle school students’ English reading literacy.A comparative study was conducted on 65 students in two parallel classes in Grade 8 of a junior middle school in Wuhan.Before the experiment,the data about English reading literacy of students from experimental and non-experimental classes were collected through Questionnaire 1 and English test paper(pre-test),and then analyzed by SPSS’s independent sample T-test.It was found that the English reading literacy levels of the students in the two classes were basically the same.While the experiment,English extensive reading with scaffolding instruction was carried out in the experimental class once a week,which lasted for three months.But,the teaching of non-experimental class remained as usual.After the experiment,the data about English reading literacy of students from experimental and non-experimental classes were collected through Questionnaire(1 and 2)and English test paper(post-test),and then analyzed by the independent sample T-test and paired sample T-test of SPSS.According to the analysis of the research data,after the implementation of English extensive reading with scaffolding instruction,the English reading literacy of the experimental class has improved,while non-experimental class does not have significant improvement.In other words,English extensive reading with scaffolding instruction is helpful for the cultivation of junior middle school students’ English reading literacy.From the perspective of junior middle school students’ reading ability,as for language knowledge,English extensive reading with scaffolding instruction can significantly promote grammar and discourse,but not vocabulary;as for reading comprehension,English extensive reading with scaffolding instruction can significantly promote information extraction and multiple thinking,but not the application of strategies;as for cultural awareness,English extensive reading with scaffolding instruction can significantly promote cultural perception and cultural understanding,but not cultural comparison and identification.From the perspective of junior middle school students’ reading character,English extensive reading with scaffolding instruction can significantly promote cognitive input,especially self-planning and self-assessment,but has little impact on self-monitoring;English extensive reading with scaffolding instruction does not significantly promote behavior input,which is reflected in the fact that there is no significant improvement in focus,but the frequency of participation is increased;English extensive reading with scaffolding instruction does not significantly promote emotional input,but to some extent,it has a positive impact on reading motivation and reading achievement.