抄録
Yubune, Kanda & Tabuchi (2007; 2009) reported how a computer-assisted method of displaying chunked text helped EFL college learners improve their reading speed and comprehension. In response to the above results, we conducted two studies on chunk-based reading treatments given in CALL classes in the 2011 and 2012 academic years respectively. The first comparison was made between two types of groups reading a computer-displayed chunked text, ‘a group reading aloud in chorus right after prompted by a sound-text-sync display’ and ‘a group reading silently when prompted by a chunked-text display.’ The second comparison was made between different sound-word-sync chorus reading groups regarding the learners’ English abilities. Our main research question was how different the learning outcomes from the approaches would be in terms of reading comprehension, words per minute (WPM), reading efficiency (RE), and listening comprehension. To verify this, we conducted between-groups and within-groups analyses based on the pre-and post-test results. From the above, we discovered that (i) all the chunk-based reading approaches helped the learners improve their RE, and that (ii) the sound-word-sync chorus reading method particularly contributed to the growth of WPM.
