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Bài báo - Tạp chí
3 (4) (2018) Trang: 34-48
Tạp chí: European Journal of English Language Teaching

This paper reports the effects of the question-answer relationship strategy (QARS) on English as a foreign language (EFL) high school students’ reading comprehension and their perceptions of implementing this reading strategy. An experimental study was conducted with 50 tenth-grade students in a district high school in Can Tho City. The data were collected from the pretest and posttest, questionnaire, and interviews. The findings show that the QARS had positive effects on students’ reading comprehension and that students had positive perceptions of implementing this reading strategy. The findings of this research add to the contemporary literature the value of using the QARS to promote student learning reading.

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2 (2019) Trang: 24-36
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3 (2) (2018) Trang: 68-86
Tạp chí: European Journal of Foreign Language Teaching
8(10) (2019) Trang: 22-28
Tạp chí: International Journal of Innovative Research and Development
4(4) (2019) Trang: 130-140
Tạp chí: European Journal of English Language Teaching
4(4) (2018) Trang: 306-319
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3 (3) (2018) Trang: 1-20
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5(8) (2017) Trang: 200-207
Tạp chí: International Journal of Advanced Research
2 (3) (2017) Trang: 30-48
Tạp chí: European Journal of Foreign Language Teaching
Volume 19 (2) (2013) Trang: 36-48
Tạp chí: New Zealand Studies in Applied Linguistics
 


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