Interviewed students held positive attitudes toward syntactic parsing instruction and reported benefits including faster reading and greater confidence with long complex sentences¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All 10 interviewed students expressed positive attitudes toward the syntactic parsing training. → Chen et al. 2018 q2 i? Nine of 10 students reported increased reading rates and 8 of 10 reported being faster and more efficient with long complex sentences; some reported difficulty transferring the skill outside class. → Chen et al. 2018 (2)

Evidence¶

Chen et al. 2018¶

Xiaokan Chen, Hongmei Li, Min Gui. (2018). Instructional Effects of Syntactic Parsing on Chinese College Students’ EFL Reading Rates. Journal of Education and Training Studies, Vol. 6, No. 11. https://doi.org/10.11114/jets.v6i11.3470

q2 · i? · causal · r1

Semi-structured interview conducted in Chinese with 10 experimental-group participants selected by criteria sampling based on reading-rate gains (5 above-average gainers, 3 near average, 2 marginal). Responses were audio recorded, transcribed, and thematically coded.

"On the whole, all 10 students expressed positive attitudes towards the syntactic parsing ability training method."

Chen et al. 2018 (2)¶

Xiaokan Chen, Hongmei Li, Min Gui. (2018). Instructional Effects of Syntactic Parsing on Chinese College Students’ EFL Reading Rates. Journal of Education and Training Studies, Vol. 6, No. 11. https://doi.org/10.11114/jets.v6i11.3470

q2 · i? · causal · r1

Thematic analysis of interview responses on perceived benefits. Three of 10 participants reported they could not recall and use the skill with difficult texts after class, suggesting the ability "may have not been automatized".

"Nine out of 10 students reported increased reading rates through the training. In addition, 8 out of 10 students responded that they were more efficient and faster in dealing with long complex sentences."

Discussion¶

Learner Variables¶

• Reading Fluency — outcome: instruction changes it
• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• Chinese college EFL students read at about 130wpm before instruction, far below fluent L1 reading rates of 250-300wpm — related
• A 12-week syntactic parsing instruction produced a significantly greater reading-rate gain in the experimental group than in the control group (Cohen's d = 0.52) — related
• Syntactic parsing ability is strongly correlated with EFL reading rate among Chinese college students in both pretest and posttest — related
• Experimental-group students' syntactic parsing ability improved significantly from pretest to posttest after the 12-week instruction — related
• Experimental-group students held predominantly positive attitudes toward using the animated sitcom for grammar learning — related
• Experimental participants report positive attitudes toward timed reading, citing better concentration, confidence, and motivation to read more — related