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To grasp the reading interests and the usage of reading strategies of secondary schoolers, the questionnaire (refer to Appendix I) is administered twice in two classes. The students’ reading interest and their use of reading strategies are assessed by the pre-questionnaire, whereas the post-questionnaire assesses any noteworthy changes in these aspects following scaffolding instruction.

4.1.1 Data Analysis of Pre-questionnaire in EC and CC

The survey serves two purposes. The first purpose is to understand the English reading interests of students and their usage of English reading strategies in two classes before the experiment. The second objective is to assess whether there’s a variance in students’ reading interests and their usage of reading strategies between the two classes before the experiment. Findings from the pre-questionnaire (refer to Appendix I) are presented in Tables 4-1 and 4-2. 

Chapter 5 Conclusion

5.1 Major Findings

This study aims to explore the influence of scaffolding instruction on English reading performance, reading interests, and reading strategies in high school students. At the same time, the feasibility of scaffolding instruction during high school English reading education is investigated. After analyzing the experimental data, the main conclusions can be summarized as follows. 

Firstly, students’ reading performance is improved by scaffolding instruction. The reading performance of the students in the experimental class is notably higher than that of the control class. Students in the experimental class cross their zone of proximal development and progress from their present reading proficiency to a superior reading level through scaffolding instruction, which in turn improves their reading performance and ability. 

Secondly, students’ reading interests are enhanced by scaffolding instruction. In the experimental class that employs scaffolding instruction, students exhibit more interest in English reading than students of the control class utilizing traditional English reading teaching. Through the scaffolding set up by teachers, students’ background knowledge can be effectively activated, their subjective initiative in learning is significantly improved, and their reading awareness is also enhanced. It not only stimulates students’ interest in English reading, but also greatly improves their class participation. In addition, students who possess advanced reading abilities demonstrate a higher level of engagement in group presentation assignments, whereas students with lower reading proficiency often perceive such tasks as challenging and show fear of difficulties. 

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