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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Efficacy of a Training Program in Some Self-Managed Strategies on Developing English Language Reading Comprehension and Reader's Self-Perception of 11 th Grade Female Students
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Efficacy of a Training Program in Some Self-Managed Strategies on Developing English Language Reading Comprehension and Reader's Self-Perception of 11 th Grade Female Students

机译：一项培训计划在一些自我管理策略中对11名 th 年级女学生的英语阅读理解和读者自我感知的自我管理策略的功效

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摘要

The purpose of this study was to investigate the efficacy of a self-managed training program on developing the accuracy in responding to text-explicit, text-implicit questions, and reader's self-perception of 11 th grade female students learning English as a foreign language, and to determine if significant differences existed between the research groups. A quasi- experimental design was used. Participants assigned to experimental group were (24) while (23) students were assigned to the control group that received traditional instruction. A program consisting of 18 sessions was designed and implemented. Data were collected using a reading comprehension test and the “Reader Self Perception Scale” (RSPS/2), each instrument was administered as Pre- and Post-test. Findings revealed that students in the experimental group performed better than those in the control group during the post-test on both text explicit, text implicit reading comprehension questions, and also on the Reader Self- Perception Scale (RSPS/2). statistically significant differences (P<.05) were found between the experimental and control group regarding their scores in text explicit, text implicit reading comprehension, and overall reader self- perception mean scores. Based on the findings of the study, the research came out of several recommendation.
机译：这项研究的目的是调查一项自我管理的培训计划在提高对英语显性，文本内隐问题和读者对11岁学习英语作为外语的女学生的自我认知的回答的准确性方面的功效。 ，并确定研究组之间是否存在重大差异。使用了准实验设计。分配给实验组的参与者为（24），而（23）名学生被分配为接受传统教学的对照组。设计并实施了一个由18节会议组成的计划。使用阅读理解测验和“读者自我认知量表”（RSPS / 2）收集数据，每种仪器均进行前测和后测。研究结果表明，实验组的学生在后测过程中在文本外显，文本内隐阅读理解问题以及读者自我感知量表（RSPS / 2）上的表现均优于对照组。在实验组和对照组之间，他们在显式文本，隐式阅读理解和整体读者自我平均得分方面的得分之间存在统计学差异（P <.05）。根据研究结果，该研究提出了一些建议。

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