Implementing online question generation to foster reading comprehension

Many studies have concluded that question generation has a positive effect on students' reading comprehension. However, few studies have delineated how students generate questions from a text and what processes are involved in question generation. This study aims to investigate how the question generation processes improve students' reading comprehension, using an online question generation system including the organisation, composition and peer assessment modules. 19 out of 106 non-English major college students were recruited as participants. They were required to complete question generation tasks in the organisation, composition and peer assessment modules. Students' scores on the pre- and post-tests, action logs in the online question generation system, and interview transcripts were collected and analysed. In a micro view, results of this study indicated that college students who showed more progress in reading comprehension demonstrated similar question generation patterns. In the organisation module, those who made more progress had a higher frequency of adding new vocabulary, sentences, and main ideas and editing their previously organised information. In the composition module, they had a higher frequency in reviewing the previously organised information from a text to generate questions and in editing the organised information. In the peer assessment module, those who showed more progress were much more active in viewing peers' questions, providing comments on peers' questions, reading and responding to peers' comments on the questions. In a macro view, the intensive engagement and the actions of editing to retrieve the organised information to compose the online questions and reviewing peers' questions online were found to be critical factors for enhancing students' reading comprehension.

[1]  D. Sluijsmans,et al.  Effective peer assessment processes: Research findings and future directions , 2010 .

[2]  A. Graesser,et al.  Anomalous Information Triggers Questions When Adults Solve Quantitative Problems and Comprehend Stories. , 1993 .

[3]  H. Singer,et al.  Active Comprehension: Problem-Solving Schema with Question Generation for Comprehension of Complex Short Stories , 1982 .

[4]  Self-questioning and prose comprehension : A sample case of ESL reading , 2002 .

[5]  Yu-Hsin Liu,et al.  Potential Values of Incorporating a Multiple‐Choice Question Construction in Physics Experimentation Instruction , 2005 .

[6]  Martin R. Fellenz.  Using assessment to support higher level learning: the multiple choice item development assignment , 2004 .

[7]  Sheizaf Rafaeli,et al.  QSIA - a Web-based environment for learning, assessing and knowledge sharing in communities , 2004, Comput. Educ..

[8]  D. W. Długosz.  Rethinking the role of reading in teaching a foreingn language to young learners , 2000 .

[9]  Robert M. Gagné,et al.  The Conditions of Learning and Theory of Instruction , 1985 .

[10]  Yu-Feng Lan,et al.  Evaluation and improvement of student's question-posing ability in a web-based learning environment , 2011 .

[11]  M. Patton.  Qualitative evaluation and research methods, 2nd ed. , 1990 .

[12]  Pei-Lin Liu,et al.  Effects of a computer-assisted concept mapping learning strategy on EFL college students' English reading comprehension , 2010, Comput. Educ..

[13]  Tak-Wai Chan,et al.  A learning strategy of student question generation to enhance comprehension of learning materials in digital classroom environment , 2005, Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05).

[14]  T. Chan,et al.  A web‐based learning system for question‐posing and peer assessment , 2005 .

[15]  A. King,et al.  Autonomy and question asking: The role of personal control in guided student-generated questioning , 1994 .

[16]  Fu-Yun Yu,et al.  A Networked Question-Posing and Peer Assessment Learning System: A Cognitive Enhancing Tool , 2003 .

[17]  Ruth Cohen,et al.  Self-Generated Questions as an Aid to Reading Comprehension. , 1983 .

[18]  P. S. Bristow.  Are Poor Readers Passive Readers? Some Evidence, Possible Explanations, and Potential Solutions. , 1985 .

[19]  Ann L. Brown,et al.  Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities , 1984 .

[20]  Fu-Yun Yu,et al.  Scaffolding student-generated questions: Design and development of a customizable online learning system , 2009, Comput. Hum. Behav..

[21]  Fu-Yun Yu,et al.  Multiple peer-assessment modes to augment online student question-generation processes , 2011, Comput. Educ..

[22]  Janice A. Dole,et al.  Help With Teaching Reading Comprehension: Comprehension Instructional Frameworks , 2006 .

[23]  B. Wong,et al.  Self-Questioning Instructional Research: A Review , 1985 .

[24]  F. Craik,et al.  Levels of Pro-cessing: A Framework for Memory Research , 1975 .

[25]  I. S. P. Nation,et al.  Learning Vocabulary in Another Language: Appendixes , 2001 .

[26]  Hilde Van Keer,et al.  Fostering Reading Comprehension in Fifth Grade by Explicit Instruction in Reading Strategies and Peer Tutoring. , 2004 .

[27]  Fu-Yun Yu,et al.  The efficacy of a web-based domain independent question-posing and peer assessment learning system , 2002, International Conference on Computers in Education, 2002. Proceedings..

[28]  Sheizaf Rafaeli,et al.  On-line question-posing and peer-assessment as means for web-based knowledge sharing in learning , 2004, Int. J. Hum. Comput. Stud..

[29]  Carisma Dreyer,et al.  Teaching reading strategies and reading comprehension within a technology-enhanced learning environment , 2003 .

[30]  L. Siegel,et al.  The role of question type and reading ability in reading comprehension , 1994 .

[31]  Hiller A. Spires,et al.  Prior knowledge activation: Inducing engagement with informational texts. , 1998 .

[32]  Stephen W. Draper,et al.  Catalytic assessment: understanding how MCQs and EVS can foster deep learning , 2009, Br. J. Educ. Technol..

[33]  Wynetta Y. Lee.  Assessment and evaluation in higher education , 2010 .

[34]  Lev Vygotsky.  Mind in society , 1978 .

[35]  David D. Qian,et al.  Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective , 2002 .

[36]  A. King.  Enhancing Peer Interaction and Learning in the Classroom Through Reciprocal Questioning , 1990 .

[37]  Saeed Mehrpour,et al.  The impact of general and specific vocabulary knowledge on reading and listening comprehension: A case of Iranian EFL learners , 2010 .

[38]  Terry S. Salinger,et al.  Helping Older, Struggling Readers , 2003 .

[39]  Cindy S. Gillespie.  Questions about Student-Generated Questions. , 1991 .

[40]  Harry Singer.  Active Comprehension: From Answering to Asking Questions. , 1978 .

[41]  David D. Qian,et al.  Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension , 1999 .

[42]  J. Boter,et al.  Questionbank: Computer Supported Self-Questioning , 2005 .

[43]  R. Day,et al.  Extensive Reading in the Second Language Classroom , 1998 .

[44]  Yu-Fen Yang,et al.  Developing a reciprocal teaching/learning system for college remedial reading instruction , 2010, Comput. Educ..

[45]  M. Patton,et al.  Qualitative evaluation and research methods , 1992 .

[46]  Yu-Fen Yang,et al.  Metacognitive Process in Online Text Construction , 2011, J. Educ. Technol. Soc..

[47]  John Hamer,et al.  PeerWise: students sharing their multiple choice questions , 2008, ICER '08.

[48]  E. Vance Wilson,et al.  ExamNet asynchronous learning network: augmenting face-to-face courses with student-developed exam questions , 2004, Comput. Educ..