Genre-Based Teaching Approach and Problem-Based Learning (GBA- PBL) Application, Reading Strategies, and Self-Regulation
DOI:
https://doi.org/10.54097/ijeh.v11i3.14480Keywords:
Critical Thinking, Expository Reading, Genre-Based Teaching Approach, Problem-Based Learning, Reading Strategies, Self-Regulation.Abstract
This study evaluates the Genre-Based Teaching Approach and Problem-Based Learning (GBA-PBL) mode on English expository reading and learning experiences in Chinese high schools. Using a quantitative and descriptive methodology, it profiles 428 Tianjin students from grades 10 to 12, focusing on their demographic details like age, sex, school type, and grade level. The research assesses GBA-PBL's effectiveness in understanding expository texts and developing critical thinking. It identifies predominant reading strategies such as predicting, monitoring, inferring, and summarizing, and examines students' self-regulation levels, including goal-setting, progress monitoring, and self-reflection. Significant variations in responses based on age, especially in goal setting and self-reflection, were observed, while other demographics showed less impact. The study confirms a strong relationship between understanding expository text structures, reading strategies, and self-regulation. Based on these findings, it proposes a reading program to enhance high school students' reading skills. This research highlights the beneficial impacts of GBA-PBL in fostering better comprehension and critical analysis of expository texts among high school students.
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