Chapter Five Conclusion............................... 38
5.1 Major findings...............................39
5.2 Implications....................................40
5.3 Limitations.......................................... 41
Chapter Four Data Analysis and Discussion
4.1 Analysis and discussion of Research Question 1
The purpose of the analysis and discussion of the pre and post-reading tests results ofthe experimental class and the control class is to explore whether there exist anysignificant difference on reading ability between the two classes. Spss19.0 is used toanalyze whether there is a significant difference in the average reading score betweenthe two groups, so as to further answer whether critical reading teaching can improvestudents' reading level.
4.1.1 Analysis and discussion of the pre-test
The pre-test is the final examination of last semester of senior high school. The testpaper is designed by authoritative teachers, and is considered to be of high reliabilityand validity. All students participated in the test. The reading scores in this test of thetwo classes were collected as the data of the pre-test in order to check the identity ofthe two classes' reading level before the experiment. The collected data wereanalyzed by spss19.0.
Chapter Five Conclusion
5.1 Major findings
Based on The Constructivism Theory and Critical Discourse Analysis, this paperexplores the application of critical reading teaching in senior high school Englishreading. Through the one-semester experiment in two parallel classes in a high schoolrespectively under the traditional reading teaching method and the critical readingteaching method, the paper discusses and analyzes the tests, questionnaires andinterview data, and comes to a conclusion that critical reading teaching has a positiveimpact on improving students' reading performance, critical thinking ability and theuse of reading strategies.
First of all, the critical reading teaching did promote students' reading ability.In the pre-test, there was no significant difference in the average score between theexperimental class and the control class, but after critical reading teaching for onesemester, the average score of the experimental group was significantly higher thanthat of the control group, indicating that the reading ability of the experimental groupis higher than that of the control group in the post-test. Therefore, the critical teachingmethod plays a positive role in improving the reading ability of senior high schoolstudents. Teachers using appropriate critical reading teaching can make students thinkmore deeply about the text (Rachel, 2018). Schoen (1983) also proposed that “thishelpful teaching method” which include the way learners organize knowledge andexpress knowledge internally, as well as the way to change when they encounter newinformation, can make great improvement in students’ reading.
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