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Enhancing Engineering Students’ Reading Comprehension of English for Science and Technology With the Support of an Online Cumulative Sentence Analysis System

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  • Yea-Ru Tsai
  • Yukon Chang

Abstract

For engineering students, reading in English is the core competence to absorb professional knowledge in academic settings and their future career, because many authentic textbooks and information about advanced technology have been published in English. The present study sets out to improve English reading comprehension among tertiary-level engineering students. An online reading strategy instruction based on cumulative sentence analysis (CSA) was constructed to enhance the students’ reading comprehension of English technology texts. The comparison between the pre-test and post-test showed that the participants achieved a higher level of reading comprehension performance following the instruction. The findings clearly demonstrated that online CSA strategy instruction is an efficient and feasible approach to helping engineering students cope with their problems of reading English texts. Pedagogical implications are briefly discussed based on the findings of this study.

Suggested Citation

  • Yea-Ru Tsai & Yukon Chang, 2014. "Enhancing Engineering Students’ Reading Comprehension of English for Science and Technology With the Support of an Online Cumulative Sentence Analysis System," SAGE Open, , vol. 4(3), pages 21582440145, September.
    • Handle: RePEc:sae:sagope:v:4:y:2014:i:3:p:2158244014550610
    DOI: 10.1177/2158244014550610
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    Cited by:

    1. Faisal khellab & Özcan Demirel & Behbood Mohammadzadeh, 2022. "Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students," SAGE Open, , vol. 12(4), pages 21582440221, November.

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