3.3 Instrumentation and Procedure
3.3.1 General Reading Comprehension Test
A pre-reading test was conducted during the first and the second week of the course to figure out the subjects’ reading
proficiency level before instruction. After 14-week training, a post-reading test with the same test items was employed
to investigate the learning outcomes. In consideration of a standardized language proficiency test with high validity and
reliability (Perkin et al., 1989; Read, 2000), a simulated TOFEL reading test was adopted to examine students’ general
reading comprehension.
3.3.2 Academic Reading Comprehension Test
An academic reading comprehension pre-test was conducted during the first and the second week of the course to
examine the subjects’ academic reading proficiency level. After 14-week instruction, a post test was employed to
investigate the learning outcomes. The academic reading comprehension test produced by the researcher was used to Asian Social Science March, 2010
81
measure students’ literal, interpretive, and critical reading comprehension. Fifteen multiple-choice items were designed
based on a short story “Powder”, written by Wolff Tobias. To reach content validity, the items of the test were evaluated
by two professors in the subject matter area.
3.3.3 Semi-Structured Interview Technique
In order to explore in-depth information regarding subjects’ attitudes toward the conditions of CBLI use, a
semi-structured interview was employed in the study. The researcher randomly selected five advanced, intermediate,
and low readers in the population pool as the interviewees to answer eight predetermined questions, which mainly
focused on the subjects’ past, present experiences, and their opinions of CBLI.
3.4 Data Analysis
Both qualitative and quantitative approaches were applied to evaluate four research questions: (1) Can the application of
content-based instruction enhance students’ reading comprehension? (2) Is there a significant difference among students
with different proficiency levels on the improvement of general reading ability? (3) Is there a significant difference
among students with different proficiency levels on the improvement of academic reading ability? (4) What are
students’ attitudes toward CBLI? A paired-sample t-test was used to compare the difference between pre- and post-tests
of the general reading comprehension tests and the academic reading comprehension tests after the use of CBLI.
The .05 level of confidence was used as the criterion level to determine the significant difference. Then, ANOVA was
employed to investigate whether students’ different proficiency levels have significant differences on their reading
outcomes after employing CBLI. Finally, the semi-structured interview was conducted to transcribe, classify, and
synthesize subjects’ perceptions toward CBLI use.
3.3 Instrumentation and Procedure
3.3.1 General Reading Comprehension Test
A pre-reading test was conducted during the first and the second week of the course to figure out the subjects’ reading
proficiency level before instruction. After 14-week training, a post-reading test with the same test items was employed
to investigate the learning outcomes. In consideration of a standardized language proficiency test with high validity and
reliability (Perkin et al., 1989; Read, 2000), a simulated TOFEL reading test was adopted to examine students’ general
reading comprehension.
3.3.2 Academic Reading Comprehension Test
An academic reading comprehension pre-test was conducted during the first and the second week of the course to
examine the subjects’ academic reading proficiency level. After 14-week instruction, a post test was employed to
investigate the learning outcomes. The academic reading comprehension test produced by the researcher was used to Asian Social Science March, 2010
81
measure students’ literal, interpretive, and critical reading comprehension. Fifteen multiple-choice items were designed
based on a short story “Powder”, written by Wolff Tobias. To reach content validity, the items of the test were evaluated
by two professors in the subject matter area.
3.3.3 Semi-Structured Interview Technique
In order to explore in-depth information regarding subjects’ attitudes toward the conditions of CBLI use, a
semi-structured interview was employed in the study. The researcher randomly selected five advanced, intermediate,
and low readers in the population pool as the interviewees to answer eight predetermined questions, which mainly
focused on the subjects’ past, present experiences, and their opinions of CBLI.
3.4 Data Analysis
Both qualitative and quantitative approaches were applied to evaluate four research questions: (1) Can the application of
content-based instruction enhance students’ reading comprehension? (2) Is there a significant difference among students
with different proficiency levels on the improvement of general reading ability? (3) Is there a significant difference
among students with different proficiency levels on the improvement of academic reading ability? (4) What are
students’ attitudes toward CBLI? A paired-sample t-test was used to compare the difference between pre- and post-tests
of the general reading comprehension tests and the academic reading comprehension tests after the use of CBLI.
The .05 level of confidence was used as the criterion level to determine the significant difference. Then, ANOVA was
employed to investigate whether students’ different proficiency levels have significant differences on their reading
outcomes after employing CBLI. Finally, the semi-structured interview was conducted to transcribe, classify, and
synthesize subjects’ perceptions toward CBLI use.
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