Model Capstone Project Capstone

ii
College of Education – Graduate Studies
Customizing Quest Reading Materials for Chinese EFL Students’ Reading
Engagement
A Graduate Capstone Project

presented to the
Faculty of the College of Education
Wesleyan University-Philippines
Cabanatuan City
In Partial Fulfillment of the Requirements

for the Degree
Master of Education
Major in Language Education
PHILIP KNOWELL B. PAGADUAN
June 2022
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College of Education – Graduate Studies
APPROVAL SHEET
This is to certify that the capstone entitled “Customizing Quest Reading Materials for
Chinese EFL Students’ Reading Engagement” prepared and submitted by Mr. Philip
Knowell B. Pagaduan in partial fulfillment of the requirements for the degree of Master
of Education, major in Language Education has been examined, accepted, and approved.
Dr. Ferdinand Bulusan

Adviser
The Members of the Evaluation Panel convened on April 5, 2022 for the Final Presentation
of the student endorses acceptance of this capstone with a grade of 1.1 as partial fulfillment
of the requirements for the degree of Master of Education, major in Language Education.
Dr. John Mark F. Bondoc Dr. Marcelo Raquepo

Chair Member
Dr. Gemma Pascual

Member
This capstone project is hereby officially accepted and approved as partial fulfillment of
the requirements for the degree of Master of Education, major in Language Education on
_______________________.
JOHN MARK F. BONDOC, EdD

Dean, College of Education
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CERTIFICATION OF PROOF-READING
This is to certify that the master’s capstone project entitled “CUSTOMIZING

QUEST READING MATERIALS FOR CHINESE EFL STUDENTS’
READING ENGAGEMENT” has been reviewed and evaluated grammatically.
The manuscript has been run through Plagscan and has a Similarity Matrices of Index
(SMI) of 5.9%, which passes the requirements of the College of Education.
This certification is issued to Mr. PHILIP KNOWELL B. PAGADUAN in

compliance to the completion of his study for the degree Master of Education, major
in Language Education.
Given this 1st day of June, 2022.
FERDINAND BULUSAN, Ph.D.

Language Expert
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COPYRIGHT STATEMENT
(1) The author of this capstone (including any appendices) owns any copyright in it
(the “Copyright”) and he/she has given Wesleyan University-Philippines the right
to use such Copyright for any administrative, promotional, educational, and/or
teaching purposes.
(2) Only the abstract page of this thesis may be physically reproduced without prior
permission. While a full digital copy of the thesis may be accessed and downloaded
through the WU-P Institutional Repository, printing the PDF in full or in extracts
will be upon the written approval of the writer or the College Dean of the Degree
Program of the thesis.
(3) The ownership of any patents, designs, trademarks and any all other intellectual
property rights except for the Copyright (“the Intellectual Property Rights”), which
may be described in this thesis, may not be owned by the author and may be owned
by third parties. Such Intellectual Property Rights and Reproductions cannot and
must not be made available for use without the prior permission of the owner(s) of
the relevant Intellectual Property Rights and/or Reproductions.
DECLARATION
No portion of the work referred to in the capstone has been submitted in support of
an application for another degree or qualification of this or any other university or
other institute of learning.
________________________________________ __________________
Philip Knowell B. Pagaduan June 2022
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ACKNOWLEDGEMENTS AND DEDICATIONS

First, I want to praise and thank God for His grace, strength, and faithfulness from
the very inception to the completion of this capstone project.
I would also like to express my sincerest gratitude to Dr. Ferdinand Bulusan for
his dedication, motivation, enthusiasm, vast knowledge, and unwavering support
throughout this project. As an adviser and mentor, his guidance assisted me in developing
and completing this academic endeavor. His guidance and contributions are greatly
appreciated. I will be forever grateful to him for sharing his knowledge, expertise, and
consistent encouragement from the beginning up until the completion of this academic
paper.
Besides my adviser, I would like to thank the panel of experts: Dr. Marcelo
Raquepo, Dr. Gemma Pascual, and Dr. John Mark Bondoc for their encouragement,
recommendations, and insightful comments that helped me improve this capstone project.
My heartfelt gratitude also goes to Dr. Arnel Genzola and Ruth Fuentespina who
have always been a huge source of encouragement and inspiration during the process of
development of this undertaking.
This endeavor would not have been possible without the help of my Chinese EFL
students in Jilin University - Lambton College. Thank you for participating in the needs
assessment that guided the entire project.
Lastly, my appreciation also goes to my siblings, Peejay and Veronica. I sincerely
thank my parents, Noel and Elsa, who have given their support and encouragement.
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ABSTRACT
This capstone project investigated the Chinese EFL students’ most needed features in
reading instructional materials to redesign and redevelop the Quest: Reading and Writing
textbook and increase reading engagement in the classroom. This Instructional Materials
Development (IMD) project employed descriptive - developmental approach, and sets of
data were collected from the needs analysis of 65 Chinese EFL undergraduate students of
Jilin University - Lambton College. After the evaluation of the results of the needs
analysis, the data showed that Chinese EFL students strongly agreed that reading
instructional materials should be realia-based or authentic, cognitive-based, interaction-
based, and outcome-based. These features of the materials were used as the four main
elements of the Instructional Design (ID). Ten lesson mapping exemplars, 10 lesson
plans, reading materials, and activities were created based on the four elements of the ID.
In this paper, practical pedagogical and materials design implications were discussed.
Keywords: materials development, instructional design, reading engagement, Chinese
EFL, needs analysis

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TABLE OF CONTENTS
APPROVAL SHEET .......................................................................................................... ii
CERTIFICATION OF PROOF-READING ...................................................................... iii
COPYRIGHT STATEMENT ............................................................................................ iv
ACKNOWLEDGEMENTS AND DEDICATIONS .......................................................... v
ABSTRACT....................................................................................................................... vi
TABLE OF CONTENTS .................................................................................................. vii
LIST OF TABLES ............................................................................................................. ix
LIST OF FIGURES ........................................................................................................... x
LIST OF ABBREVIATIONS ............................................................................................ xi
CHAPTER 1. INTRODUCTION ....................................................................................... 1

Background of the Project ............................................................................................... 1
Literature Review ............................................................................................................ 3
Statement of the Problem ................................................................................................ 8
CHAPTER 2. METHODOLOGY ...................................................................................... 9

Research Design .............................................................................................................. 9
Locale of the Study and Participants ............................................................................. 10
Instrument...................................................................................................................... 11
Data Gathering Procedures............................................................................................ 11
Data Analysis ................................................................................................................ 13
CHAPTER 3. RESULTS AND DISCUSSION ................................................................ 14

Chinese EFL students’ needs about the English reading materials ............................... 14
Cognitive-based Features of the Reading Material ................................................... 14
Interaction-based Features of the Reading Material .................................................. 17
Realia-based/Authentic Features of the Reading Material ........................................ 19
Outcome-based Features of the Reading Material .................................................... 20
Topic-based Features of the Reading Material .......................................................... 23
Task-based Features of the Reading Material ........................................................... 24
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Technology-based Features of the Reading Material ................................................ 26

Language-focused Features of the Reading Material ................................................ 27
Reading Instructional Materials Design framework from the students’ needs ............. 29
Instructional Design ................................................................................................... 29
Instructional Procedures ............................................................................................ 32
Comparison Matrix .................................................................................................... 33
Exemplars of the Quest reading material ...................................................................... 35
Lesson Mapping ........................................................................................................ 35
Lesson Plan using ESA Format ................................................................................. 36
Health Check Quiz Game (Engage Phase) ................................................................ 39
Padlet’s Online Gallery Walk (Study Phase) ............................................................ 41
Quizizz Review Game (Study Phase) ........................................................................ 42
CHAPTER 4: CONCLUSION AND RECOMMENDATION ........................................ 44

REFERENCE LIST .......................................................................................................... 46
APPENDICES .................................................................................................................. 53
Appendix A. Students’ Survey Questionnaire .................................................................. 56
Appendix B. Review Game on Quizizz ............................................................................ 56
Appendix C. Collaborative Strategic Reading Log .......................................................... 58
Appendix D. QR Codes for Discussion ............................................................................ 59
Appendix E. Rubric for PPT Discussion .......................................................................... 60
Appendix F. Video Reflection Guide Questions with Rubric .......................................... 61
AUTHOR’S CURRICULUM VITAE …………………………………………………. 62
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LIST OF TABLES
Table 1 Cognitive-based Features of the Reading Material ………………………..14
Table 2 Interaction-based Features of the Reading Material ……………………….17
Table 3 Realia-based or Authentic Features of the Reading Material………………19
Table 4 Outcome-based Features of the Reading Material ………………...……….20
Table 5 Topic-based Features of the Reading Material……………………………..23
Table 6 Task-based Features of the Reading Material………………………………24
Table 7 Technology-based Features of the Reading Material……………………….26
Table 8 Language-focused Features of the Reading Material……………………….27
Table 9 Comparison Matrix………………………………………………………….33
Table 10 Lesson Mapping……………………………………………………………35
Table 11 Lesson Plan in ESA Format………………………………………………..36

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LIST OF FIGURES
Figure 1 Instructional Design………………………………………………………29
Figure 2 Instructional Procedure…………………………………………………...32

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LIST OF ABBREVIATIONS
IMD Instructional Materials Development
EFL English as a Foreign Language
ID Instructional Design
CSR Collaborative Strategic Reading
L2 Second Language
ESA Engage, Study, Activate
TS Teacher-Student Interaction
SS Student-Student Interaction
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CHAPTER 1. INTRODUCTION
Background of the Project
English as a Foreign Language (EFL) educators have been constantly examining
and modifying different strategies and materials in the classroom to teach reading.
Teaching reading in the EFL classroom has been a challenge for many educators because
of various factors that affect reading motivation and result in low reading engagement in
the classroom. In a study by Huang (2013), it concluded that intrinsic motivation showed
the strongest connection to Chinese middle school learners’ reading motivation. In
another research, background knowledge, general reading ability, vocabulary, grammar,
and teaching methods produce moderate level of reading anxiety among Chinese
university students, whereas recognizing minor ideas or details of the text, encountering
unclear and unfamiliar words, and feeling upset in understanding new words give rise to
high level of EFL reading anxiety (Miao & Vibulphol, 2021). Culture can be the other
critical factor that affects students’ engagement in a reading class because the teaching
methods that include active learning strategies in reading are atypical in a Chinese
classroom. In a Chinese classroom, students are silent and uncommunicative because
questioning is not encouraged in class (Raymond & Choon, 2017). Furthermore,
Raymond and Choon (2017) stated that Chinese students performed well in concrete
subjects, but they are poor in abstract thinking subjects that require reasoning; they, too,
lack creativity. From these findings, it can be surmised that Chinese students’ reading
engagement can be affected by different factors. Increasing the level of engagement in
reading has been a classroom problem for EFL reading teachers, especially when teachers
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and students religiously follow the strategies and tasks in the Quest: Reading and Writing
textbook. This textbook is the primary source of students’ reading opportunities in the
EFL program’s reading course. However, improving existing strategies or activities and
developing new instructional moves for Quest: Reading and Writing textbook are needed.
“Reading is boring.” “Answering vocabulary tasks in the book is not exciting.”
“It’s difficult to understand the text.” “The topics are not interesting.” These are the
comments that the researcher often hears from his Chinese EFL students. These are
indicative of a problem in reading engagement that exists in the reading classroom. For
these reasons, the need for the enhancement of instructional materials from the textbook
must be addressed. From the personal experience of the researcher, Quest: Reading and
Writing textbook poses weak emphasis on collaboration, lacks variation on the use of
authentic materials (photos), lacks application of words in meaningful contexts, contains
many traditional question and answer tasks after the reading, and offers limited reflection
activities for the students. These weaknesses from the textbook gave rise to this project
by identifying the most needed features of Chinese EFL students in a reading
instructional material. In increasing reading engagement in class, the use of instructional
materials development is something that has not been fully explored. For this reason,
because of many factors that hinder reading engagement in class, this capstone project
generally aims to modify a reading material used in a particular Chinese class by
redesigning and redeveloping the Quest: Reading and Writing textbook’s learning
experience. The output of this capstone is hoped to raise the level of reading engagement
of Chinese EFL students in the university. The improvement in the materials and
activities are presented in lesson mapping, lesson plans, and other teaching materials.
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Literature Review
Reading engagement refers to readers’ actual connection and participation in
reading, and it occurs when it involves readers’ motivation, plan and strategy, social
interaction, and knowledge (Wigfield, Guthrie, & Mason-Singh, 2014). However, the
challenges in low reading engagement have been visible in an EFL classroom because of
reading anxiety and other related factors. In a study, Al-Jarrah and Ismail (2018)
concluded that some students experience anxiety in reading text, and this includes feeling
panic and nauseated, mind-blanking, and trouble writing answers. In reading, Chinese
students devote most of their time in recognizing the words and insufficient time on
comprehending the reading (Miao & Vibulphol, 2021). Miao and Vibulphol (2021) also
explained that Chinese students may feel apprehensive about their poor reading abilities
and skills. Furthermore, a study conducted among Taiwanese EFL learners showed that
“fear of making mistakes was more likely to evoke reading anxiety. As the last cause of
reading anxiety, reading strategy use was found to be negatively correlated with reading
anxiety” (Tsai & Lee, 2018, p. 143). From the given findings, it can be surmised that
reading anxiety and other contributing factors can affect the goal of reaching high level
reading engagement in class. In the classroom, Chinese university students always
mention the difficulties they encounter in terms of vocabulary, fear of making mistakes,
understanding the passage, and fear of being called on after reading activity or discussion
in class. These common factors mentioned by Chinese EFL students in the university
belong to motivation and cognition in the Engagement Model of Reading Development
(Guthrie & Wigfield, 2017). These factors in motivation and cognition must be met to
address the problem in reading engagement.

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In the aspect of motivation, reading engagement can be strengthened through
emphasizing the purpose of the content, providing choice, providing direct experiences
related to texts and reading activities, giving interesting texts, and supporting
collaboration in reading (Wigfield et al., 2014). For critical thinking, to reach reading
engagement in the area of cognition, research-based practices for teaching reading
strategies can be used, such as activating background knowledge, questioning, searching
for information, summarizing, organizing graphically, structuring stories, and the like
(National Reading Panel, 2000, as cited in Wigfield et al., 2014). Social interaction is
another factor that improves high level engagement in the reading classroom. In some
studies, the principles of cooperative or collaborative learning have also made an impact
as a form of intervention to increase students’ reading engagement. Based on their
research in a university in Iran, Momtaz and Garner (2020) suggested that students, who
read collaboratively, consistently surpass the performance of their counterparts who read
alone. Tankersley and Cuevas (2019) concluded that the two forms of cooperative
learning (CSR and Jigsaw) produced positive effects in motivation and achievement, but
the two strategies did not show significant difference. In her study, Huang (2013)
explained that “social contexts and social support are increasingly being recognized as
important factors that influence student reading engagement and motivation during the
middle school years” (p. 154). Huang (2013) also confirmed that social connections had a
significant impact on students' reading motivation and engagement in classroom settings.
The qualitative findings supported the hypothesis of some Chinese researchers that social
motivation is very significant because Chinese students are expected to socially interact
in a collectivist culture.
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In his book and collection of evidence-based research, Hattie (2012) stated the following:
Cooperative learning is certainly a powerful intervention. Cooperative learning is
most powerful after the students have acquired sufficient surface knowledge to
then be involved in discussion and learning with their peers – usually in some
structured manner. It is then most useful for learning concepts, verbal problem-
solving, categorizing, spatial problem-solving, retention and memory, and
guessing–judging– predicting (pp. 78 - 79).
Lastly, the literature insinuates that reflective thinking also increases reading
engagement in class. Based on a study, according to Alian (2019), through reflective
thinking, students are also able to create their own meanings of the literary text by
reexamining and refining them, questioning the document's validity, searching for
supporting evidence, sharing, and discussing their perspectives. Furthermore, reflective
thinking encourages students to express and respect ideas, strengthens students’ higher
order thinking skills, and provides awareness in their learning (Alian, 2019).
As a recommendation, Tomlinson (2020) emphasized that teachers should make
minimal alterations to all published documents to make them more valuable, impactful,
and captivating for the learners in the classroom. For this reason, materials development
is the central point of this project to resolve the issue of low reading engagement in a
Chinese university EFL context. Materials development is “a practical undertaking
involving the production, evaluation, adaptation and exploitation of materials intended to
facilitate language acquisition and development” (Tomlinson, 2016, p. 2). Materials
development is commonly done to meet the needs of the learners. In the classroom, the
main source of reading opportunities is the reading textbook that the teacher and students
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must use. However, one concern in reading materials is that short passages in
instructional textbooks are usually followed by evaluation in terms of words (vocabulary)
and understanding questions (comprehension) (Masuhara, 2013). Traditional reading
pedagogy is described as an approach which emphasizes understanding of the reading
material followed by reading tasks or questions about the text at the end of the reading
lesson (Masuhara, 2013). For these reasons, instructional materials development plays
the main role in creating Quest: Reading and Writing reading materials that will meet the
needs of Chinese EFL students. It is essential to improve traditional reading
comprehension format and develop additional instructional materials for reading.
Therefore, the key to reader’s success appears to be adequate and appropriate selection
and effective presentation of the reading instructional materials (Bulusan, 2019;
(Mukundan, Zarifi, & Kalajahi, 2016).
In modifying the instructional materials, needs analysis will be the starting point
of materials development. According to Tomlinson (2011), language teaching programs
should not be designed without a careful analysis of needs. Needs assessment must be the
foundation of the main instructional designs and all instructional moves that will be
implemented in the classroom to address existing issues and challenges. This process will
identify the necessities, lacks, and wants of learners, and the results will be utilized to
design reading materials and instruction. In a development research, Salam (2017)
concluded that needs analysis is important in developing teaching materials. In this study,
63 items in the questionnaire were assessed by the participants as the most needed
category; for this reason, the results of the needs analysis will be used in the development
of reading comprehension materials. In another study, Boakye and Mai (2016) also
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emphasized the importance of needs assessment in reading pedagogy because students’
cognitive, linguistic, and affective issues were revealed. From these findings, needs
assessment clearly shows its significance in the process of materials development. Needs
analysis is critical in English language pedagogy, and failing to identify the needs will
hinder educators in developing appropriate learning materials that can positively
influence language learners (Darici, 2016).
Because of these factors that hamper reading engagement in class, this
instructional materials development project seeks to raise the level of reading
engagement of Chinese EFL students in the university. A lot of research findings about
reading engagement focus on ways that involve individual learner, school reading
climate, blended learning, and specific strategies in cooperative/collaborative learning.
Evidence about Instructional Materials Development applications to increase reading
engagement in the university and in the Chinese EFL context is insufficient. As a result,
this project on customizing Quest: Reading and Writing textbook addresses these gaps
and limitations in the existing studies about reading engagement. This project is an
important endeavor to increase Chinese students’ reading engagement. It also hopes to
expose learners to different reading strategies, inculcate the value of cooperation, and
improve critical and reflective thinking skills. The development and improvement of
materials and learning experience in Quest: Reading and Writing textbook mainly
focuses on the importance of increasing reading engagement in class. This project is
hoped to be beneficial to EFL teachers and learners who are using Quest: Reading and
Writing textbook in China. To educators who use a different textbook, this will serve as
an instructional development model in creating reading instructional materials that

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support reading engagement in the Chinese EFL classroom. Therefore, this project can
also be used by future EFL teachers who desire to recalibrate their instructional materials
in teaching reading to address the challenge of reading engagement in class.
Statement of the Problem
This project aims to redesign and redevelop the Quest: Reading and Writing
materials to address the problem in low reading engagement of Chinese EFL learners in
the university. Chinese EFL learners typically show fear, lack of confidence, and low
behavioral engagement in class. The problem in reading engagement is an obvious result
of second language (L2) learning anxiety and other linguistic factors that affect reading
(Miao & Vibulphol, 2021). In the Engagement Model of Reading Development (Guthrie
& Wigfield, 2017), reading motivation produces reading engagement, and engagement
leads to reading achievement. For this reason, the purpose of this project is to develop
and improve the instructional materials for Quest: Reading and Writing textbook to
address the present problem of low reading engagement in the university EFL classroom
in China. Specifically, this instructional materials development project aims to:
1. describe the Chinese EFL students’ needs about the English reading materials
based on the needs analysis,
2. develop an instructional materials design framework for reading from the
students’ needs, and
3. develop exemplars of the Quest reading material using the crafted instructional
materials design.
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CHAPTER 2. METHODOLOGY
Research Design
This instructional materials development project underwent two phases, and these
include identifying the needs of the students (descriptive) and crafting instructional
materials design and redeveloping instructional materials for reading based on the design
(developmental).
For the first phase of the project, this study used descriptive research for the needs
assessment. First, according to Cohen, Manion, and Morrison (2007), descriptive
research is concerned with existing conditions, actions, opinion, feeling, and
perspectives. Therefore, this capstone project is descriptive, as it identifies the needs of
the learners towards reading instructional material. Descriptive research method is used
to describe a phenomenon of teaching and learning in a reading classroom. Johnson and
Christensen (2014) stated that educators conduct descriptive research to “learn about the
attitudes, opinions, beliefs, behaviors, and demographics” (p. 547). Therefore, descriptive
research was used to fully identify Chinese EFL students’ opinions and needs on English
reading materials through needs analysis.
Finally, in the Instructional Materials Development (IMD) phase, this project used
developmental research as it designed and developed learning materials for reading
instruction. In his paper, Tomlinson (2020) explained that “the main focus of materials
development research has been on the application of research-informed principles to the
design, evaluation, and adaptation of materials” (p. 11). Seels and Richey (1994, as cited
in Richey, Klein, & Nelson, 2004), on the other hand, defined developmental research as
“the systematic study of designing, developing and evaluating instructional programs,

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processes and products that must meet the criteria of internal consistency and
effectiveness” (p. 1099). In addition, Richey and Klein (2008) described this research as
“a way to empirically establish new procedures, techniques, and tools based on a
methodical analysis of specific cases” (p. 748). This instructional materials development
project belongs to Type 1 of developmental research or the Product and Tool Research
(Richey & Klein, 2008) because it involves phases of needs assessment and production.
Developmental research typically follows the Instructional System Design (ISD)
procedures (Richey, Klein, & Nelson, 2004). However, as a limitation, this project did
not follow the full cycle of developmental research which typically includes analysis,
design, development, implementation, and evaluation. For this project, the stages of
implementation and evaluation were not included.
Locale of the Study and Participants
The output of this research project will be used in the Reading and Writing 4
classes of Jilin University - Lambton College. The university has been constantly
encouraging teachers to make Reading and Writing class engaging; however, evidence
has not been established yet to create a practical plan to address the issue of reading
engagement. The participants of this project included 65 Chinese EFL students who are
in A2 (Elementary English) - B1 (Intermediate English) level based on the results of the
screening process conducted by the university, which includes written test and oral
interview. Participants were chosen using a purposive sampling technique based on three
criteria. Firstly, the participants are Chinese EFL undergraduate students within the 18-22
age group. Secondly, all respondents are students of Jilin University - Lambton College.
Lastly, the 65 participants have studied Reading and Writing in the university’s EFL program.
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Instrument
A survey questionnaire was used to gather information that can completely
describe the needs of the students in a reading material.
This students’ survey questionnaire was adapted from Bulusan (2020) which aims
to identify the needs of language learners on English reading materials. The instrument is
a 40-item Likert scale questionnaire which presents features of a reading material. This
survey questionnaire was the main instrument of the needs assessment that was
conducted among Chinese EFL learners. The survey was modified by putting emphasis
on reading instructional materials and strategies for each item since the original survey
questionnaire focuses on English materials in general. Accentuating reading for each item
allowed the Chinese EFL learners to focus on providing their opinions specifically for
reading instructional materials in the classroom. The results of the survey questionnaire
were used to create or develop new instructional design and instructional materials that
will match students’ needs in the reading classroom.
Data Gathering Procedures
Analysis Phase Using Needs Assessment
In the data gathering phase, a students’ survey questionnaire (needs assessment)
was distributed to Chinese EFL students to collect their opinion about the different
aspects of reading materials in class.

12
After calculating the mean of each feature of a reading material and identifying
items where students strongly agreed, the twelve most needed features emerged and
considered for enhancing the existing instructional materials for reading. The collected
evidence from the needs assessment was used to strengthen the features that the Chinese
EFL learners highly favored, and these include realia-based/authentic learning, cognitive-
based learning, interaction-based learning, and outcome-based learning.
Development Phase of the Enhanced Quest Reading Material
This instructional materials development project for Quest: Reading and Writing
textbook is a form of formative evaluation which focuses on the improvement of the
object for evaluation (Johnson & Christensen, 2014). Therefore, the results of the needs
assessment were carefully considered to modify and enhance the instructional materials
for Quest: Reading and Writing textbook based on the Chinese students’ twelve most
needed features.
Lesson mapping, lesson plans, and activities were crafted based on the four
elements of the design. For each lesson, the elements of the instructional design can be
seen in each stage of the instructional procedures. Materials and activities for the engage
phase, study phase, and activate phase were constructed based on cognitive-based
learning, interaction-based learning, realia-based or authentic learning, and outcome-
based learning. The enhanced Quest: Reading and Writing materials and activities
promote critical thinking, meaningful communication and language use, authentic
learning, purposeful assessment, and feedback.

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Data Analysis
The sets of data which were collected using the students’ survey questionnaire in
needs assessment were analyzed using descriptive statistics, specifically the mean. To
address the first objective of the project, the responses of the Chinese EFL learners were
evaluated to determine their needs on English reading materials. Furthermore, the results
of the needs assessment were used to identify the most needed features of instructional
design for materials development.

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CHAPTER 3. RESULTS AND DISCUSSION
This study aimed to redesign and redevelop the Quest: Reading and Writing
textbook to increase the Chinese EFL students’ engagement in the reading classroom. By
doing this, it was guided by three research questions about the needs of Chinese EFL
learners, instructional design, and instructional procedures.
Chinese EFL students’ needs about the English reading materials
Table 1 below presents the Chinese students’ needs about the English reading
materials. It shows the different features of a reading material that they want to use and
experience in a reading classroom.
Table 1
Cognitive-based Features of the Reading Material
Statement Mean Verbal Interpretation

1. I need a reading material with tasks that can 3.52 Strongly Agree
help me think critically (through questions,
brainstorming tasks, reflection etc.)
2. I need a reading material that encourages my 3.31 Strongly Agree
creative use of the English language (material
that improves your creativity in using English)
3. I need a reading material that will enhance 3.46 Strongly Agree
my research skill.
4. I need a reading material that encourages me 3.42 Strongly Agree
to reflect and revisit my learning development.
Table 1 indicates that Chinese EFL students strongly agreed with cognitive-based
features of reading instructional materials. Item 1 (“I need a reading material with tasks
that can help me think critically (through questions, brainstorming tasks, reflection etc.”)
received the highest consideration (M = 3.52) for a reading material. This outcome can be
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connected to Chinese students love for critical thinking activities in class; as a result,
Chinese EFL students desire to engage in critical thinking that involves evaluating
knowledge, clarifying ideas, discovering new possibilities and solutions, thinking about
thinking, and creating meaningful decisions. The result supports the study of Watkins and
Biggs (2001, as cited in Foster, 2018) revealing that Chinese students are deep thinkers
and showing high comprehension level. Critical thinking has been given attention by
college English teachers and university students in China. According to Zhang and Kim
(2018), to address the issue, the Ministry of Education of the People’s Republic of China
has placed the goal of improving critical thinking skills into The College English
Curriculum Requirements and given specific requirements to strengthen critical thinking
skills in listening, speaking, reading, and writing. The importance of creative thinking in
the classroom is also observable based on the results. Creative thinking is not usually
accentuated in Chinese education, so this can be the main reason why this result
appeared. Chinese EFL students prefer new ways of applying their learning in context.
With M = 3.31, item 2 (“I need a reading material that encourages my creative use
of the English language.”) was picked by the respondents as a good feature of a reading
material. The results show that creativity in a reading material should be considered.
Drapeau (2014) emphasized that creative pedagogy can promote learning achievement
and progress in different learning areas and provide sustained learning development, and
“creative lessons instill excitement and interest, and as students become more engaged,
they put out more effort” (p. 5). In his book, Drapeau (2014) also pointed out that “by
practicing creative thinking, students become comfortable making new, meaningful

16
connections and thinking of new possibilities rather than relying on established neural
pathways” (p. 12).
Research skill in item 3 (“I need a reading material that will enhance my research
skill.”), which belongs to Inquiry-Based Teaching, is shown as the second characteristic
(M = 3.46) that the Chinese EFL students want in a reading material. Since studies have
shown that Chinese students are critical thinkers, they probably want to be more engaged
in tasks that will strengthen their thinking skills through research activities, especially in
a reading classroom. This need for a reading material confirms the result of the study on
Inquiry-Based Teaching in Second and Foreign Language Pedagogy which concluded
that students preferred this approach rather than the traditional lecturing, for it inspires
and enhances students’ higher-order thinking skills in language and critical thinking
activities. Furthermore, the carefully crafted questions for this learning allow learners to
make connections, apply knowledge, investigate, and create outputs (Lee, 2014).
Lastly, with the mean of 3.42, the table shows that item 4 (“I need a reading
material that encourages me to reflect and revisit my learning development.”) is highly
considered as a critical aspect of a reading material. Reflective thinking has been
recognized as an important aspect of successful learning in a language classroom, but this
is another feature that is not common in a Chinese classroom where reflection on learning
is not emphasized. Therefore, Chinese EFL students want to go beyond memorization of
facts. In a study, Chau and Cheng (2012) examined sixteen reflective journals written by
a Chinese student in an ePortfolio to interpret the student’s reflective language skills and
suggested that reflective practice should be done in different channels of communication.

17
In another study, Cheng and Chau (2012) concluded that learners who used video
for reflection showed high capacity of reasoning, so the integration of audio recording or
video to the text-based modality for reflection would confirm the spoken medium's role
in facilitating reflection while leveraging new-media innovation for educational
advantages.
Table 2
Interaction-based Features of the Reading Material

1. I need a reading material with tasks that 3.12 Agree
encourage group work or pair work (reading in
group or pair).
2. I need a reading material with tasks that can 3.29 Strongly Agree
give me opportunities to share my own ideas
with my classmates.
3. I need a reading material that enhances my 3.31 Strongly Agree
skill to communicate with others.
The need for interaction opportunities was determined by the respondents as a
strong feature of a reading material. Chinese EFL students agreed that item 1 (“I need a
reading material with tasks that encourage group work or pair work - reading in group or
pair.”) M = 3.12 is needed in the classroom. From the different findings on cooperative
learning, Marzano, Pickering, and Pollock (2001) concluded that putting students in
cooperative learning groups has a substantial impact on their learning, regardless of
whether the groups compete. In addition, Pritchard (2009) explained that the brain reacts
to social interaction. Collaboration with others can encourage better engagement for
learning and greater levels of understanding about the subject or topic at hand. Social
18
interactions and connections have a profound impact on learning. In a study, Huang
(2013) mentioned that “collectivism is regarded as a social-centered orientation, and
Chinese students are more likely to be “social orientation learners” (p. 154).
The next results appeared because Chinese students want to apply their language
skills in communication activities, which are not common in the conventional education
system in China because they focus more on language structure. Item 2 (“I need a reading
material with tasks that can give me opportunities to share my own ideas with my
classmates.”) M = 3.29 and item 3 (“I need a reading material that enhances my skill to
communicate with others.”) M = 3.31 showed the students’ strong preference for
communicative tasks in the classroom. Communicative classroom features are evident in
the results presented on the table, such as collaborative learning and real-world tasks,
which were chosen by the students as characteristics of a reading material. In a study
conducted in a university in China, Rao (2002) concluded that Chinese students like to
have a combination of both communicative and non-communicative tasks in the EFL
classroom. The Ministry of Education of China has considered Communicative Language
Teaching as an innovation in teaching which can replace traditional teaching approaches
in the classroom (Hu, 2004). With this, interaction-based tasks should be highly
considered in the material development for Chinese students. From the results,
collaborative/cooperative learning is considered as an essential aspect of a reading
material. This result emerged as Chinese students enjoy working in groups, and it is
consistent with the collective nature of the Chinese culture.

19
Table 3
Realia-based/Authentic Features of the Reading Material

1. I need a reading material that uses situations 3.22 Agree
in my daily life, presents topics that I can apply
in life, and provides lessons about life.
2. I need a material that uses examples about 3.40 Strongly Agree
my daily undertakings. (For example, an
application of a concept on the reading with the
use of actual conversation with my friends.)
3. I need a reading material that provides me 3.28 Strongly Agree
with exposure on real-life English.
Based on Table 3, the need for authentic material was highly considered as an
essential element of a reading material. This is shown in item 1 (“I need a reading
material that uses situations in my daily life, presents topics that I can apply in life, and
provides lessons about life.”) M = 3.22, item 2 (“I need a reading material that uses
examples about my daily undertakings.”) M = 3.40, and item 3 (“I need a reading
material that provides me with exposure on real-life English.”) M = 3.28. The results
showed the respondents' need for authentic materials that contain language items and
serve as an introduction or supplementary resource. This explains that a typical Chinese
classroom has no exposure to authentic materials that will support learning; as a result,
Chinese university EFL students prefer to experience new and authentic materials for
their learning because these allow them to engage in a totally different reading experience
in class. This supports the study of Berardo (2006) which concluded that authentic
materials in reading class are very motivating, providing a sense of accomplishment
when mastered and promoting more reading.

20
Table 4
Outcome-based Features of the Reading Material

1. I need a reading material with clear and 3.26 Strongly Agree
appropriate objectives that will guide me in
understanding the texts.
2. I need a reading material that gives me 3.38 Strongly Agree
feedback of my learning (scoring guide,
interpretation of my score)
3. I need a reading material with tasks that can 3.17 Agree
help me master my objectives for a lesson.
4. I need a reading material with tasks that have 3.26 Strongly Agree
sequential difficulty (from easy to difficult
tasks).
5. I need a reading material that gives myself a 3.15 Agree
responsibility to learn.
6. I need a reading material that contains 3.14 Agree
instructions on how to use it.
7. I need a reading material whose topics are 3.08 Agree
arranged from easy to difficult.
8. I need a reading material that has built in 3.12 Agree
assessment tools (rubrics, rating scales, scoring
guide)
9. I need a reading material that allows me to 3.09 Agree
have one-on-one consultation with my teacher.
10. I need a reading material that gives me an 3.23 Agree
overview of what to do in a lesson.
opportunity to consult with my teacher.
12. I need a reading material that gives big 3.35 Strongly Agree
chunk of test like chapter assessments.
Based on the results, clear lesson objectives and instructions that guide the
learners should be considered as well. This result is evident because Chinese EFL
students always ask for clarifications about the objectives of the lesson or process
involved in learning. The need for this feature can be seen in the results of item 1 (“I need
a reading material with clear and appropriate objectives that will guide me in
21
understanding the texts.”) M = 3.26, item 3 (“I need a reading material with tasks that can
help me master my objectives for a lesson.”) M = 3.17, item 5 (“I need a reading material
that gives myself a responsibility to learn.”) M = 3.15, item 6 (“I need a reading material
that contains instructions on how to use it.”) M = 3.14, and item 10 (“I need a reading
material that gives me an overview of what to do in a lesson.”) M = 3.23. According to
Brown (2001), lesson objectives must clearly state the things that students will perform in
the classroom. In a study, Maolida (2013) concluded that a teacher's instructional
objectives guide the teacher’s interaction with the learners and dictate instructional
activities in class. For this reason, clear objectives should be included in designing the
instructional materials to encourage interaction and sense of responsibility in class.
The next result emerged because of high power distance in Chinese education, so
Chinese students have fear of asking questions and talking to their teachers for feedback.
As a result, the learners’ need for feedback is noticeable in the results of the needs
analysis. In the table, item 2 (“I need a reading material that gives me feedback of my
learning (scoring guide, interpretation of my score.”) M = 3.38, item 9 (“I need a reading
material that allows me to have one-on one consultation with my teacher.”) M = 3.09, and
item 11 (“I need a reading material that gives me an opportunity to consult with my
teacher.”) M = 3.14 were deemed essential in reading material. Pritchard (2009)
explained that classroom learning that gives regular feedback “while the child ‘learns’ the
material in small, bite-sized pieces is much more likely to be successful than a learning
experience that simply consists of extensive reading with an end-of-term test as the only
form of assessment” (p. 13). In a study on the preference of Chinese EFL students in a
university in China, Zhan (2016) explained that grammar, organization, and vocabulary
22
feedback were deemed to be the most beneficial. Feedback assisted them in identifying
their difficulties and determining what they needed to improve or to avoid.
The reading material’s level of difficulty is also evident on the table. The results
can be observed in item 4 (“I need a reading material with tasks that have sequential
difficulty.”) M = 3.26 and item 7 (“I need a reading material whose topics are arranged
from easy to difficult.”) M = 3.08. In the principle of content and sequencing, Nation and
Macalister (2010) emphasized that teaching language elements or topics should take
account of the most beneficial arrangement of these items as well as the time when the
learners are prepared to learn them.
In addition, the students expressed their desire for after reading tests and other
assessment tools because having a lot of quizzes and examinations is part of the
traditional Chinese education system (DeLuca, Rickey, & Coombs, 2001). Item 12 (“I
need a reading material that gives big chunk of test like chapter assessments.”) M = 3.35
and item 8 (“I need a reading material that has built in assessment tools, such as rubrics,
rating scales, scoring guide.”) M = 3.12 were selected as important features in the reading
material. The desire of the Chinese EFL students for chapter assessments and assessment
tools is not surprising in the Chinese context. DeLuca, Rickey, and Coombs (2021)
emphasized that the long tradition of public examinations in China has shaped Chinese
education. Pressure to efficiently equip learners for these big exams has resulted to large
class numbers, lecture-style instruction, and extensive exam preparation.

23
Table 5
Topic-based Features of the Reading Material

1. I need a reading material that has themes 3.15 Agree
(topics) for me to choose from.
2. I need a reading material that relates to my 2.66 Agree
own culture and beliefs.
3. I need a reading material that has a variety of 3.25 Agree
text-types (informational, persuasive, literary).
4. I need a reading material that gives me 2.98 Agree
reading texts focusing on others’ culture.
Table 5 shows that the need for a variety of topics in a material is evident based
on the characteristics that the students favored. This finding emerged because Chinese
EFL students often prefer to explore various interesting and novel topics, especially those
from other cultural background. Item 1 (“I need a reading material that has themes
(topics) for me to choose from.”) M = 3.15, item 2 (“I need a reading material that relates
to my own culture and beliefs.”) M = 2.66, item 3 (“I need a reading material that has a
variety of text-types (informational, persuasive, literary).”) M = 3.25, and item 4 (“I need
a reading material that gives me reading texts focusing on others’ culture.”) M = 2.98
showed the need for different topics in a reading material. The Chinese EFL students
want to see different text-types and topics in the reading material that focus on others’
culture and can be connected to the Chinese culture. Indeed, materials should be
premised on universally captivating topics that are culturally stimulating and culturally
specific, but they are also present in all cultural contexts (Saraceni, 2013).
24
Table 6
Task-based Features of the Reading Material

1. I need a reading material with activities for 3.02 Agree
different stages (pre-task (before reading),
while-task (during reading), and post-task (after
reading)
2. I need a reading material that gives me 3.08 Agree
activities that may be done at home to extend
my learning.
3. I need a reading material that gives me pre- 3.12 Agree
reading, while reading, and post-reading
activities.
4. I need a reading material that is heavy on 3.08 Agree
visuals (materials with photos, charts,
diagrams, illustration)
5. I need a reading material that has choices of 3.20 Agree
activities and tasks depending on my learning
style.
6. I need a reading material that checks my past 3.12 Agree
experiences or prior/background knowledge
about the topic.
overview of what I will learn in each specific
lesson through videos, pictures, brainstorming
activities, puzzles, games, etc.
Based on table 6, the need for a variety of tasks and materials also matters to
Chinese EFL students. The reason behind this result is the belief of Chinese EFL students
that reading is monotonous and boring; therefore, they desire for various reading tasks
and experiences in the classroom. The need can be observed in item 5 (“I need a reading
material that has choices of activities and tasks depending on my learning style.”) M =
3.20, item 7 (“I need a reading material that gives me an overview of what I will learn in
each specific lesson through videos, pictures, brainstorming activities, puzzles, games,
25
etc.”) M = 3.20, item 3 (“I need a reading material that gives me pre-reading, while
reading, and post-reading activities.”) M = 3.12, item 6 (“I need a reading material that
checks my past experiences or prior/background knowledge about the topic.”) M = 3.12,
item 2 (“I need a reading material that gives me activities that may be done at home to
extend my learning.”) M = 3.08, item 4 (“I need a reading material that is heavy on
visuals - materials with photos, charts, diagrams, illustration.”) M = 3.08, and item 1 (“I
need a reading material with activities for different stages (pre-task (before reading),
while-task (during reading), and post-task (after reading)”) M = 3.02.
From the results, Chinese EFL students need several experiences and
opportunities that will provide learning for different learning styles and in each stage of
the reading lesson. This need is supported by Saraceni (2013) who explained that
materials should provide options to language learners and should also encourage learners
to improve a wide range of skills and learning styles by exposing them to a multitude of
activities and methodologies, allowing them to become more self-directed learners. In
terms of visuals, Hill (2013) explained that if the images are interesting and stimulating,
they will strongly attract at least some students in the classroom. They have the potential
to engage students, especially for those who are more visually oriented learners.
Pulverness and Tomlinson (2013) emphasized that translation activities in an EFL
coursebook will help learners to increase their level of awareness in various ways of
organizing ideas in texts. Furthermore, Marzano, Pickering, and Pollock (2001) stated
that educational researchers have emphasized that prior knowledge activation is very
critical to all types of learning. Indeed, our prior knowledge can significantly affect
learners can understand.

26
Table 7
Technology-based Features of the Reading Material

use the internet (for research, online dictionary,
review in online Game-based platform)
use my gadgets for me to learn (iPad, laptop,
smartphone etc.)
3. I need a reading material that has websites 3.06 Agree
and other online sources.
4. I need a reading material that has multimedia 3.20 Agree
resources (videos, images, PPTs, audio,
podcast etc.)
Technology-based learning is another aspect that the students want in a material.
The result is consistent with the university’s effort to incorporate technology in the
classroom’s EFL culture. Thus, Chinese EFL students agreed that technology is needed
because they have been exposed to new innovations in EFL classroom used by foreign
educators in the university. This can be seen in item 1 (“I need a reading material that
allows me to use the internet - for research, online dictionary, review in online Game-
based platform.”) M = 3.20, item 4 (“I need a reading material that has multimedia
resources - videos, images, PPTs, audio, podcast etc.”) M = 3.20, item 3 (“I need a
reading material that has websites and other online sources.”) M = 3.06, and item 2 (“I
need a reading material that allows me to use my gadgets for me to learn - iPad, laptop,
smartphone etc.”) M = 3.00.
This need for technology-based learning in a reading classroom is supported by
many research findings. The study of Levene, Orna, and Reves (2000) concluded that
27
computerized learning environment enhances EFL students’ strategies in reading,
encourages students to read critically, and promotes responsibility and deep
understanding of the texts. This has been backed up in the study of Munzur (2017) that
found out that reading lessons using technology help students to become independent
learners, learn from others, and get higher scores in tests.
Table 8
Language-focused Features of the Reading Material

1. I need a reading material that has a balanced 3.08 Agree
coverage of speaking, writing, listening,
reading, and viewing.
2. I need a reading material with opportunities 3.14 Agree
for me to apply my knowledge on grammar.
3. I need a reading material that has a selected 3.18 Agree
text translation.
The Chinese EFL students also agreed on the need for language development as a
feature of a reading material. Based on the result, it is undeniable that it was influenced
by the Chinese education system where grammar is emphasized. This is why Chinese
EFL students want to improve their language skills, primarily on their speaking, writing,
listening, reading, and viewing. Item 3 (“I need a reading material that has a selected text
translation.”) M = 3.18, item 2 (“I need a reading material with opportunities for me to
apply my knowledge on grammar.”) M = 3.14, and item 1 (“I need a reading material that
has a balanced coverage of speaking, writing, listening, reading, and viewing.”) M = 3.08
present the need for language-focused material.

28
The Chinese students’ preference for grammar application is clearly consistent
with the traditional education system in China. Deng and Lin (2016) found out that
Chinese students’ beliefs in grammar teaching are still traditional because of the
influence of the Chinese system of examination, and in China, conventional English
instruction focuses heavily on language forms rather than meaning. The other reason is
that students have grown accustomed to teachers directly explaining grammar rules to
them over many years of learning. The study of Su (2007) on Integrated-Skills Approach
in Taiwan’s EFL College classes revealed that “less than 5 percent believed that the four
language skills should be taught separately. Instead, the majority of students strongly
believed that all four language skills should be integral components of EFL courses” (p.
36). In addition, the study emphasized that “students’ learning moves from
comprehensible input to comprehensible output” if the four language skills will be used
together with thinking, meaning making, and analyzing (Su, 2007, p. 36).
All in all, based on the overall mean of 3.1892, Chinese EFL students considered
these 40 items as desirable features of a reading material. However, there is a need to
strengthen, modify, and create new strategies in using this material in the reading
classroom. For this reason, the most needed features in the Chinese context were
considered and used in redesigning and redeveloping the material. These include
cognitive-based, interaction-based, realia-based or authentic, and outcome-based
instruction.
29
Reading Instructional Materials Design framework from the students’ needs
Based on the results and evaluation of the needs of the Chinese EFL learners in
needs assessment, the items that received “strongly agree” were the primary
considerations to increase Chinese students’ reading engagement.
Figure 1
Instructional Design
These features include critical thinking, creative thinking, inquiry-based,
reflective thinking, communicative tasks, real-life English, clear objectives, feedback,
and assessment. Although these features are expected in any instructional materials, these
main elements were considered, emphasized, and strengthened in this project based on
the results of the needs assessment. From these needs of Chinese EFL students, four
features that originated from the most preferred items emerged as the final elements of
the instructional design. The final instructional design includes cognitive-based learning,
interaction-based learning, realia-based or authentic materials, and outcome-based
learning.
30
The Instructional Design is presented in a circular diagram to show the connection
of each element of the design. This shows that these elements are interconnected with
each other since they help to increase the reading engagement of the students. It means
that two or more features can be seen together in every phase of the lesson. Furthermore,
the diagram shows circular movement to reflect that these elements are vital and visible
in the whole process of reading instruction. Lastly, the circular diagram illustrates the
ongoing evaluation of each element after, during, and before the teaching and learning
process.
Cognitive-based instruction includes features of critical thinking, creative
thinking, inquiry-based learning, and reflective thinking. This element of the design
contains cognitive reading strategies and activities to encourage meaningful reading in
class and help students process and understand the reading. In a study, Wahyono (2019)
concluded that students' reading comprehension is correlated significantly with cognitive
reading strategies. Because cognitive reading strategies are mental routines or practices
used to achieve cognitive goals, they are important in determining students' reading
comprehension skills. In addition, Dymock and Nicholson (2010, as cited in Yussof et al.,
2012) found that “efficient readers utilize between five to nine cognitive strategies. The
five major strategies are activating schemata, constructing and asking questions,
analyzing text structure or story structure, visualizing, and summarizing” (pp. 152-153).
Hence, cognitive-based instructional materials were considered in the instructional design
to strengthen Chinese EFL students’ reading engagement.
Interaction-based instructional materials consist of learning resources and
experiences that involve meaningful communication, sharing of thoughts, and

31
collaboration. According to Brown (2001), interaction is “the collaborative exchange of
thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect
on each other” (p. 165). This is an essential part of the instructional design since language
is meant to be used in meaningful interactions, which involve expressing one’s idea and
understanding the idea of others. Rivers (1987, 2000) explained that students can increase
their language store through interaction and by listening to or reading real - life language
materials. Furthermore, in planning for interactive reading activities, it is also suggested
that teachers should implement the tasks in groups to provide strong interaction with the
reading material (text) and among learners (Papalia, 1987, 2000). In a study on the
impact of interactive activities to students’ reading comprehension, Yusuf (2015)
concluded that supporting meaningful talk or exchange of ideas through interactions
between teacher and students or among students could expand students’ skills in using
the language and enhance fluency in reading. For this reason, there is no doubt that
interaction in instructional materials for reading is necessary to increase students’
engagement.
Authentic or realia-based reading instructional material is also a critical element
of the design. Authenticity reflects materials that present or use real-life language that the
students need in real-world conversations. Brown (2001) suggested that language should
be “firmly context-embedded” (p. 90). Ryandani, Nurkamto, and Sarosa (2018)
concluded that teachers should continue using authentic materials in the classroom
because they give “positive effects on students’ reading motivation in terms positive task
orientation, ego involvement, high aspiration, needs for achievement, goal-oriented, high
32
perseverance, and tolerance of ambiguity” (p. 6). Indeed, considering authentic materials
in teaching reading is important to promote high motivation and engagement in reading.
Outcome-based instruction is another important element of the design. Lixun
(2009) explained that outcome-based education is an “educational model in which
curriculum, pedagogy, and assessment are all focused on student learning outcomes” (p.
10). This element of the design appeared because of the desire of Chinese EFL students
for clear objectives and presentation, feedback, and assessment. These specific needs of
Chinese learners can be addressed through outcome-based learning. In addition, Lixun
(2009) confirmed that learners can achieve success in outcome-based learning if they
“have a good understanding of the learning outcomes; learn from teacher’s formative
feedback and from peers through collaborative learning; participate actively in learning
activities inside and outside classroom; and follow the assessment criteria carefully when
completing the assessment tasks” (p. 17). Without a doubt, outcome-based instruction
clearly promotes engagement in the reading classroom.
Figure 2
Instructional Procedures
33
After identifying the features of the Instructional Design, the instructional
procedure was chosen. Instructional procedure is a process that is created and
implemented to realize the goals of instruction and meet the needs of the learners. This
includes steps, elements, and activities to achieve success in classroom teaching and
learning.
Table 9
Comparison Matrix of the Existing and Modified Instructional Procedure of Quest
Textbook
Existing Quest: Reading Instructional Modified Quest: Reading Instructional

Procedures Procedures
Before Reading (photos and questions) Engage (games, quiz, videos, photos,
survey, questions)
During Reading (a question that guides Study (use of reading strategies, group
the learners while reading) tasks, worksheets, and graphic organizers)
After Reading (comprehension questions, Activate (presentation, making

vocabulary check, and recall of connections, collaborative learning and
information) project, vocabulary in context, and
reflection activities using text, audio, and
videos)
In this project, lesson mapping and lesson plans followed Jeremy Harmer’s ESA
(Engage, Study, Activate) instructional procedure to organize the presentation of
instructional materials in reading.
In a study using Harmer’s ESA format in reading, Shokri (2017) stated the following:
It is made clear that this study confirms the positive role of the Harmers’ ESA
elements applied on tasks in mastering reading comprehension of the learners.
Likewise, the results of the study show that this technique is quite influential in
34
the development of reading comprehension of EFL learners. This study also
supports findings on engagement: students who are actively engaged in their
learning have better reading outcomes. (pp. 57 - 58)
Engage is the phase of teaching and learning where the teacher prepares the
learners to be totally involved in the lesson. In this phase, the students should be
gravitated toward learning, so they should be engaged mentally and emotionally. In his
book, Harmer (2007) explained that “things are learnt much better if both our minds and
our hearts are brought into service. Engagement of this type is one of the vital ingredients
for successful learning” (p. 52). Engage phase usually includes games, stories, music,
challenging discussions, thought-provoking questions, puzzles, pictures, videos, and
other materials that could promote interest and motivation. It can also have thinking
strategies, such as making predictions and making connections.
Study involves learning of language items, enhancing language skills, and
understanding a specific learning content. The study phase can be implemented using
different interactions, such as teacher-students (T-S) or student-student (S-S) interactions.
It is a good opportunity to strengthen discovery learning, independence, critical thinking,
and collaboration.
Activate phase includes language activation among EFL learners. It is the phase
of the lesson where students apply their learning in activities or exercises that require
language use. According to Harmer (2017), “The objective in an activate activity is for
them to use all and any language which may be appropriate for a given situation or topic.
In this way, students get a chance to try out real language use with little or no restriction -
a kind of rehearsal for the real world” (p. 53).

35
Exemplars of the Quest reading material using the crafted instructional materials
design
Table 10
Lesson Mapping of the topic “What Does New Research Tell Us?”
Intended Instructional Instructional Content Activities

Learning Procedures Design
Objectives
Discuss ENGAGE Authentic Health Quiz Quiz Game and
healthy habits Cognitive-based Game Sharing
Interaction-based (Short Life,
Objective-based Long Life?)
Cognitive-based Pictionary
Identify the Interaction-based Vocabulary
meaning of a Objective-based Items
word
Explain the STUDY Authentic Online Students in

different Cognitive-based GALLERY groups will have
findings about Interaction-based WALK GALLERY
sleeping, Objective-based WALK.
sunshine, hot Discussion and
cocoa, presentation will
television, and be done.
voting Cognitive-based
Interaction-based Review Quiz The review will
Recall Objective-based be done using
information Edmodo.
from the reading
Reflect on the ACTIVATE Authentic Guide Question Each student

value of the Cognitive-based for Video will create a
importance of Interaction-based Reflection video reflection
the new Objective-based Websites and project using
findings Video Flipgrid.
Authentic
Explain the Cognitive-based TV ads Each group has
findings, Interaction-based to create a TV
evidence, and Objective-based advertisement
reasons for a about the
specific topic importance of
the new findings.
36
Table 10 presents a sample lesson map for a topic in Quest: Reading and Writing
textbook. This lesson map shows the specific instructional objectives of the lesson,
instructional procedures, instructional design, content, and activities. It shows how a
specific objective will be achieved in the reading classroom by following different
instructional moves and activities that are cognitive-based, interaction-based, authentic,
and objective-based.
Table 11
Lesson Plan of “What Does New Research Tell Us?” using ESA Format
PHASE ACTIVITIES INTERACTION

ENGAGE Before Reading:
Task 1: HEALTH CHECK QUIZ GAME | Short

Life, Long life? S-S, T-S
The learners will answer the health quiz on small
piece of paper. After answering the questions, they
are going to write the number that corresponds to
each letter of their choice.
a = 5 b = 7 c = 10 (Total score = number of years
you live)
Task 2: PICTIONARY | Vocabulary

1. DIVIDE. The vocabulary items will be given to
students in groups. The class will be divided into
37
Table 11 Continued
groups of three or four students. They will receive a
marker and a white board or pieces of scratch paper S-S, T-S
to draw on. Learners will be asked to draw a score
box on their paper or whiteboard to keep track of
their points as they play.
-The vocabulary items include the following:
baffling, ease, insight, mug, figure out, release,
obesity, reduce, powerless, volunteer
2. SEND. Send one student from each group to the
front of the room to get the first word or concept
from the teacher. The teacher will whisper and/or
show the word(s) to the students on an index card so
the rest of the class won’t know the word.
3. DRAW. The students then return to their groups
and get ready to draw a pictorial representation of
the word without speaking and without using words
or letters. Set a timer for 30 seconds to one minute
(depending on the difficulty of the representation)
and then tell the students to begin drawing. When
their group correctly identifies the word within the
time limit, the group gets a point.
4. FEEDBACK. A discussion will be done after
each round to provide feedback and clarifications.
STUDY During Reading
Task 1: ONLINE GALLERY WALK | S-S, T-S

Collaborative
-Each group will answer the questions or tasks on
Padlet. After that, a discussion session will be done.
Each group must react to the work of the group.
Task 1: SLEEPING (Making Connections)
"Studies conducted by Dr. Dinges and other
scientists have shown that cognitive performance
and vigilant attention begin to decline fairly quickly
after more than 16 hours of continuous wakefulness,
and that sleep deficits from partial sleep deprivation
can accumulate over time, resulting in a steady
deterioration in alertness" (Worley, 2018).
Question: Compare or connect this result with Lines
1-7 from the reading.
Task 2: SUNSHINE (Investigate and Share)

After reading Lines 8-13, find one study or article on
the Internet that supports the main idea of Paragraph
2 of the reading. Copy the lines from the article.
38
Table 11 Continued
Copy the URL of the website in your answer.

Task 3: HOT COCOA (Give Me Words)
Based on your reading and understanding of Lines
14-19, Pick 2 WORDS that will describe hot cocoa
(or your findings about hot cocoa). Explain these
two words.
Task 4: TELEVISION (Find Ways)
Dr. Christakis mentioned that there are a lot of
reasons for children not to watch TV. However,
watching TV is definitely part of every home. What
do you think parents should do at home? Provide 2
ways.
Task 5: VOTING (Snapshot)
From the Internet, choose a photo that will reflect or
explain your group's idea of the word voting. Upload
the photo here. Be ready to explain this photo in
class.
Task 2: Review Quiz | Quizizz S-S, T-S
-Students will answer the review and
comprehension questions on Quizizz There will be
feedback and discussion for each question.
ACTIVATE After Reading

Task 1: REFLECT AND RECORD | Video
Reflection S-S, T-S
-Each student will answer the questions using the
‘video’ submission on Flipgrid. They will be
encouraged to use the effects, frames, emojis, and
text of the online platform.
-Questions:
-Q1: From all of the findings, which one did you find
surprising? Why?
-Q2: What did you realize after understanding the S-S, T-S
new findings? How will you use your learning to
improve your lifestyle?
Task 2: CREATING TV Ad |
-The learners will create a TV advertisement in their
groups. Each group will receive a topic from the
lesson. The TV ad must convince viewers about that
sleeping, hot cocoa, sunshine, television, and voting.
Each TV ad must be 40 seconds - 1 minute only.
39
Table 11 presents a complete lesson plan for the topic “What does new research
tell us?” In this lesson plan, ESA (Engage, Study, Activate) format was used to organize
the learning experience in the reading classroom. Each phase of the lesson shows detailed
tasks for the Chinese EFL students which completely matched the four elements of the
instructional design and addressed the issue of reading engagement in class. Furthermore,
it shows the meaningful interactions that can happen in the instructional procedures and
activities to increase the level of engagement among Chinese EFL learners.
Figure 3
Health Check Quiz Game (Engage Phase)
(Latham-Koenig, Oxenden, & Seligson, 2013)
The first part of the Engage phase is the Health Check Quiz Game (see Figure 3).
This prefatory task clearly addressed the four elements of the instructional design. First of
40
all, this is a realia-based material because it uses authentic language that the students
might encounter in real world. This includes typical questions that are related to real-life
situations where students can have the opportunity to activate their thinking skills. Since
students can make reflection, connections, and meanings, this task is also considered as
cognitive-based, interaction-based, and outcome-based. In this part, students are required
to share and explain their ideas in the discussion session. Furthermore, this opening game
involves interaction among students and interaction between teacher and students because
they can express agreement and disagreement in the short discussion. Clearly, this
activity matches the instructional objective of this part of the lesson which is to discuss
healthy habits in the classroom.
For the second part of the Engage phase, Pictionary vocabulary game will be used
to introduce new words. This game supports cognition, encourages interaction, and meets
the learning objective. Learning the words through pictures helps learners to create visual
representations of the new vocabulary items in their minds. It promotes thinking,
creativity, making connections, and imagination. Furthermore, it is aligned to the learning
objective in mastering the new words in class through meaningful collaboration and
interaction among learners. This activity provides clear understanding of the items,
creates visual representations for learners, helps students understand different
interpretation of words, and allows learners to use the words in meaningful situations as
well.
41
Figure 4
Padlet’s Online Gallery Walk (Study Phase)
Figure 4 shows the Online Gallery Walk in the Study phase of the lesson which
will be done in Padlet. This task completely reflects the four elements of the instructional
design. It strengthens realia-based instruction (authentic), for it uses realistic study and
presents real-life situations and issues. Furthermore, it will be done in groups to promote
interaction, critical thinking, and collaborative reasoning. Since the activity is divided
into five different tasks, each learner in the group will be encouraged to participate and
understand the reading carefully to meet the instructional objective of the study phase
session in class. Online Gallery Walk fortifies thinking, cooperation, and purposeful
reading among Chinese EFL learners.

42
Figure 5
Quizizz Review Game (Study Phase)
After the Online Gallery Walk, a review game will be conducted. This review
game will be delivered using the online learning platform, Quizizz. Questions in this
game include comprehension questions to assess students’ understanding and learning.
After each question, feedback and discussion will be done to clarify the answers. This
interactive game encourages thinking, strengthens interaction, and meets the objective of
the lesson. Chinese EFL learners enjoy the learning experience, especially when the
teacher uses technology and gamification in learning.
In the Activate phase of the lesson, video reflection will be done to summarize
students’ understanding of the lesson. This gives students a chance to reflect on their
learning and give ideas that they want to share. In this task, students will be guided by
guide questions for reflection. Furthermore, the video reflection will be submitted using
43
Flipgrid. In this online platform, learners can submit videos that require their creativity as
because they will be asked to use filter, text, emojis and stickers, gif, photo, and frame.
Students can also change the backdrop of their video reflection. This activity strengthens
students’ motivation, thinking, creativity, reflection, and purpose in reading.
The last task for this reading lesson is a collaborative project that allows learners to create
a TV advertisement that persuades people about the topics which include sleeping,
sunshine, hot cocoa, television, and voting. This activity strengthens language use in a
realistic project, inspires critical and creative thinking, fosters interaction, and meets the
objective of instruction. Without a doubt, this learning task extends learning and
summarizes the value of the learning content in reading.

44
CHAPTER 4. CONCLUSION AND RECOMMENDATION
From the 40 different characteristics of a reading material presented in the survey
questionnaire, this project revealed that Chinese EFL students favor a reading material
that provides critical thinking activities. This result is consistent with various studies,
which found that Chinese learners have stronger preference for critical thinking activities
in class. In addition, to increase the reading engagement, it can be concluded that Chinese
EFL students prefer reading materials that support motivation, strategy use, social
interaction, and conceptual knowledge. Therefore, needs assessment unquestionably
guides educators in designing and developing instructional materials that will meet the
needs of EFL students and address the challenges in the reading classroom. In this
project, the most needed features of the learners were integrated in the enhanced reading
materials, and the enhancement of the Quest: Reading and Writing materials followed the
dimensions or elements extracted from the needs analysis and an instructional process
that engages Chinese EFL learners to read.
This capstone project revealed the preference of Chinese EFL students in a
reading material through the use of needs assessment. While the main objectives of the
study were addressed by this project, other areas may be explored. First of all, since
needs assessment provides a clear picture of the students’ needs in class, teachers may
start with this evaluation component to identify and describe the needs of language
learners in a reading classroom. This may be done at the beginning of the semester so that
teachers can have sufficient time to redesign and redevelop the instructional materials in
reading pedagogy. Secondly, based on the findings, a plethora of activities that involve
authentic materials, thinking, creativity, technology, cooperation, research, reflection,

45
language, and communication may be focused in a reading classroom in a Chinese
context to increase students’ reading engagement. In addition, teachers may want to
consider the presentation of the learning content and learning materials in a Chinese EFL
classroom because content presentation can be a critical factor to increase reading
engagement in class. Thirdly, a similar instructional materials development (IMD) project
using needs assessment may be implemented to a larger group of subjects in a Chinese
university reading classroom to determine if the same findings would be established.
Furthermore, to complete the full cycle of instructional materials development, the stages
of implementation and evaluation may be done in similar instructional materials
development project in the future. Lastly, another study using qualitative approaches in
data gathering may be explored in future instructional development projects since the
data of this study were solely obtained from the survey questionnaire results.
46
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APPENDICES
Appendix A
Students’ Survey Questionnaire
Students’ Needs on English Materials
Instructions: This survey questionnaire aims to determine your needs on English reading
materials (such as workbooks, textbooks, course books, modules). Kindly put a check
mark under the description that corresponds to your answer.
I I I I
Statement Strongly Disagree Agree Strongly
Disagree Agree
1. I need a reading material with tasks that
encourage group work or pair work
(reading in group or pair).
can help me think critically (through
questions, brainstorming tasks, reflection
etc.)
can give me opportunities to share my own
ideas with my classmates.
4. I need a reading material with clear and
appropriate objectives that will guide me in
understanding the texts.
5. I need a reading material that has a
balanced coverage of speaking, writing,
listening, reading, and viewing.
6. I need a reading material that has themes
(topics) for me to choose from.
7. I need a reading material that relates to
my own culture and beliefs.
variety of text-types (informational,
persuasive, literary).
9. I need a reading material that enhances
my skill to communicate with others.
10. I need a reading material that uses
situations in my daily life, presents topics
that I can apply in life, and provides lessons
about life.
54
11. I need a reading material that

encourages my creative use of the English
language (material that improves your
creativity in using English)
12. I need a reading material with activities
for different stages (pre-task (before
reading), while-task (during reading), and
post-task (after reading)
13. I need a reading material that gives me
feedback of my learning (scoring guide,
interpretation of my score)
can help me master my objectives for a
lesson.
15. I need a reading material with
opportunities for me to apply my
knowledge on grammar.
have sequential difficulty (from easy to
difficult tasks).
activities that may be done at home to
extend my learning.
18. I need a reading material that allows me
to use the internet (for research, online
dictionary, review in online Game-based
platform)
to use my gadgets for me to learn (iPad,
laptop, smartphone etc.)
20. I need a reading material that has
websites and other online sources.
pre-reading, while reading, and post-
reading activities.
reading texts focusing on others’ culture.
23. I need a reading material that is heavy
on visuals (materials with photos, charts,
diagrams, illustration)
choices of activities and tasks depending on
my learning style.
25. I need a reading material that gives
myself a responsibility to learn.
55
26. I need a reading material that contains

instructions on how to use it.
27. I need a reading material whose topics
are arranged from easy to difficult.
28. I need a reading material that has built
in assessment tools (rubrics, rating scales,
scoring guide)
29. I need a reading material that checks
my past experiences or prior/background
knowledge about the topic.
30. I need a reading material that will
enhance my research skill.
31. I need a material that uses examples
about my daily undertakings. (For example,
an application of a concept on the reading
with the use of actual conversation with my
friends.)
selected text translation.
multimedia resources (videos, images,
PPTs, audio, podcast etc.)
to have one-on-one consultation with my
teacher.
35. I need a reading material that provides
me with exposure on real-life English.
an overview of what to do in a lesson.
37. I need a reading material that
encourages me to reflect and revisit my
learning development.
an opportunity to consult with my teacher.
39. I need a reading material that gives big
chunk of test like chapter assessments.
an overview of what I will learn in each
specific lesson through videos, pictures,
brainstorming activities, puzzles, games,
etc.
56
Appendix B
Review Game on Quizizz
Chapter 5 Part 1 Review

57
58
Appendix C
Collaborative Strategic Reading
CSR LEARNING LOG
CSR Learning Log

Before Reading During Reading After Reading
Preview Wrap Up
Knowledge: What do you Clunks: Make a list of the Questions and
know about the topic? words/ideas/concepts that Discussions
you don’t understand.
Prediction: What will you The Gist: Write the gist Review: What did you
learn? for each paragraph. learn?
Para 1:
Para 2:
Para 3:
Para 4:
Para 5:
59
Appendix D
QR Codes for Discussion

60
Appendix E
Rubric for PPT Discussion
5 4 3 2 1
Content Content is Content is Content is Content is Content is
accurate accurate but accurate but questionable. inaccurate.
and all some required some Information Information
required information is required is not is not
information missing and/or information presented in a presented in
is presented not presented is missing logical order, a logical
in a logical in a logical and/or not making it order,
order. order, but is presented in a difficult to making it
still generally logical order, follow. difficult to
easy to follow. making it follow.
difficult to
follow.
Slide Presentation Presentation Presentation Presentation Presentation

Creation flows well flows well. flows well. is has no flow.
and Tools are used Some tools unorganized. No tools
logically. correctly. are used to Tools are not used.
Presentation Overall show used in a
reflects presentation is acceptable relevant
extensive interesting. understandin manner.
use of tools g.
in a creative
way.
Pictures, Images are Images are Most images Images are No images
Clip Art appropriate. appropriate. are inappropriate.
Backgroun Layout is Layout is appropriate
d pleasing to cluttered.
the eye.
Mechanics No spelling Few errors in Some Some Many

errors. No spelling and spelling and spelling spelling and
grammar grammar. Text grammar errors. Some grammar
errors. Text is in students’ errors. grammar errors. Text
is in own words. Text is in errors. Most or
students’ students’ own of text is in explanation
own words. words. students’ own is copied
words. from the
book.
TOTAL
61
Appendix F
Sample Video Reflection Guide Questions with Rubric
Question 1: If you were an artist, would you follow rules? Or would you become a free
artist?
Question 2: Explain the similarities and differences of the Rules of Egyptian Arts and the
Six Principles of Chinese Painting by Xie He.
For Question 2, start the task by reading the content below. Read and understand.
From the SIX PRINCIPLES OF CHINESE PAINTING
The Six principles of Chinese painting is a book by the sixth-century Chinese critic,
writer, and art historian - Xie He. For this activity, two principles will be used.
Principle 1: SPIRIT RESONANCE

Definition: Experts in the methodology of Chinese art believe that resonance refers to the
flow of creative energy from the artist to the canvas. The finished painting will resonate
with this energy and that will distinguish it from the work of another artist. Xie He
mentioned that there was no need even to glance at a work that did not resonate with the
artist’s energy.
Principle 3: CORRESPONDENCE TO THE OBJECT

Definition: Artists use a model to create their paintings. It can be scenery from nature, an
object, or a living being. There are many famous paintings in which birds and animals are
depicted. Paintings created from human models have swept art lovers off their feet
throughout time. Xie He placed a lot of importance on the accurateness of the final
painting to the real life model used by the artist. The painting should have a very close
resemblance to the shape of the model object. The lines should correspond well to make
the observer aware of the connection with the actual object.
4-5 2-3 0-1 SCORE

Knowledge Comprehensive, Up to date and Relevant but not
in-depth and relevant comprehensive
wide ranging
Understanding Outstanding Satisfactory Good but needs
presentation of presentation of improvement in
comparison and comparison presentation of
connection of and connection comparison and
two concepts of two connection of two
concepts concepts
TOTAL
62
CURRICULUM VITAE
PHILIP KNOWELL B. PAGADUAN, LPT

English as a Foreign Language Teacher, Jilin University – Lambton College
+639510727681 philip_knowell@yahoo.com
WORK EXPERIENCE
EFL TEACHER
JILIN UNIVERSITY – LAMBTON COLLEGE October 2016 – Present
Changchun City, Jilin, CHINA
• Taught Reading and Writing and Listening and Speaking classes.
• Experienced teaching Basic Level of English.
• Created speeches and trained my students for the speech competition.
• Conducted Professional Learning Community Sessions with my colleagues.
EFL TEACHER
OXFORD VISION LANGUAGE CENTRE August 2015 – July 2016
Almaty, KAZAKHSTAN
• EFL Teacher for Kazakh and Russian students.
• Taught different levels of language learners from Kids (Starter) to Teens/Adults
(Elementary to Upper Intermediate).
• Assigned as a substitute teacher for Grade 1 in Galaxy International School.
ENGLISH/SPEECH & DRAMA TEACHER

WESLEYAN UNIVERSITY PHILIPPINES September 2012 – March 2015
Cabanatuan City, Nueva Ecija, PHILIPPINES
• Taught English and Speech and Theatre Arts.
• Adviser of the following clubs/organizations: English Club, Glee Club and Dream
Sonata (Theatre Club)
• Assigned as a coach for oration, essay and declamation contests for regional and
national level competitions.
ENGLISH TEACHER
ST. IGNATIUS OF LOYOLA SCHOOL June 2011 – March 2012
Taguig City, Metro Manila, PHILIPPINES
• Taught English for both elementary and high school level. Furthermore, I was given
the chance to be an adviser of a class for the whole school year.
63
ENGLISH TEACHER
GOOD SAMARITAN COLLEGES June 2010 – March 2011
Cabanatuan City, Nueva Ecija, PHILIPPINES
• Taught Reading and Writing, Literature, and Speech Communication for college
students.
EDUCATION
MASTER OF EDUCATION IN LANGUAGE EDUCATION (M.ED.)

WESLEYAN UNIVERSITY – PHILIPPINES, Cabanatuan City, Nueva Ecija
November 2020 – June 2022
POSTGRADUATE DIPLOMA IN TEFL/TESOL (DISTANCE LEARNING)

ASIAN COLLEGE OF TEACHERS & TESOL CANADA, India
February 2017 – January 2018
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

NUEVA ECIJA UNIVERSITY OF SCIENCE & TECHNOLOGY, Cabanatuan City, Nueva Ecija
June 2006 – April 2010
TRAININGS / WORKSHOPS
LEARNING TO TALK BY TALKING: A DEVELOPMENTAL APPROACH TO

MAXIMIZING LANGUAGE AND LITERACY SKILLS
10.00 CLOCK HOURS OF INSTRUCTION
HARVARD GRADUATE SCHOOL OF EDUCATION, Professional Education, U.S.A
May 5, 2021 - May 18, 2021
INSTRUCTIONAL MOVES: MAKING CLASSROOM DISCUSSIONS

MORE INCLUSIVE AND EFFECTIVE
10.00 CLOCK HOURS OF INSTRUCTION
HARVARD GRADUATE SCHOOL OF EDUCATION, Professional Education, U.S.A
April 14, 2021 - April 27, 2021
PRESENTATIONS
JAZZ CHANT IN EFL CLASSROOM

o RESOURCE SPEAKER, Professional Learning Community Session 8
o Jilin University – Lambton College, November 22, 2018
ACTIVE LEARNING WITH KAHOOT!

o Jilin University – Lambton College, April 6, 2018
READING IS THINKING: METACOGNITION IN TEACHING READING

o Jilin University – Lambton College, December 15, 2017
64
AWARDS
WINNER, HEADWAY SCHOLARSHIP COMPETITION

Headway and Oxford University, 2018
MOST OUTSTANDING TEACHER

Wesleyan University – Philippines, High School Department, 2013-2014; 2014-2015
INSTRUCTIONAL EXCELLENCE AWARD

St. Ignatius of Loyola School, 2012

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ii

College of Education – Graduate Studies

Customizing Quest Reading Materials for Chinese EFL Students’ Reading

A Graduate Capstone Project

In Partial Fulfillment of the Requirements

PHILIP KNOWELL B. PAGADUAN

College of Education – Graduate Studies

Dr. Ferdinand Bulusan

Dr. John Mark F. Bondoc Dr. Marcelo Raquepo

Dr. Gemma Pascual

JOHN MARK F. BONDOC, EdD

This is to certify that the master’s capstone project entitled “CUSTOMIZING

This certification is issued to Mr. PHILIP KNOWELL B. PAGADUAN in

Given this 1st day of June, 2022.

FERDINAND BULUSAN, Ph.D.

ACKNOWLEDGEMENTS AND DEDICATIONS

the very inception to the completion of this capstone project.

his dedication, motivation, enthusiasm, vast knowledge, and unwavering support

development of this undertaking.

assessment that guided the entire project.

Lastly, my appreciation also goes to my siblings, Peejay and Veronica. I sincerely

Development (IMD) project employed descriptive - developmental approach, and sets of

instructional materials should be realia-based or authentic, cognitive-based, interaction-

Keywords: materials development, instructional design, reading engagement, Chinese

EFL, needs analysis

CHAPTER 1. INTRODUCTION ....................................................................................... 1

CHAPTER 2. METHODOLOGY ...................................................................................... 9

CHAPTER 3. RESULTS AND DISCUSSION ................................................................ 14

Technology-based Features of the Reading Material ................................................ 26

CHAPTER 4: CONCLUSION AND RECOMMENDATION ........................................ 44

Table 1 Cognitive-based Features of the Reading Material ………………………..14

Table 2 Interaction-based Features of the Reading Material ……………………….17

Table 3 Realia-based or Authentic Features of the Reading Material………………19

Table 4 Outcome-based Features of the Reading Material ………………...……….20

Table 5 Topic-based Features of the Reading Material……………………………..23

Table 6 Task-based Features of the Reading Material………………………………24

Table 7 Technology-based Features of the Reading Material……………………….26

Table 8 Language-focused Features of the Reading Material……………………….27

Table 9 Comparison Matrix………………………………………………………….33

Table 10 Lesson Mapping……………………………………………………………35

Table 11 Lesson Plan in ESA Format………………………………………………..36

Figure 1 Instructional Design………………………………………………………29

Figure 2 Instructional Procedure…………………………………………………...32

IMD Instructional Materials Development

EFL English as a Foreign Language

CSR Collaborative Strategic Reading

ESA Engage, Study, Activate

Background of the Project

English as a Foreign Language (EFL) educators have been constantly examining

the strongest connection to Chinese middle school learners’ reading motivation. In

another research, background knowledge, general reading ability, vocabulary, grammar,

classroom. In a Chinese classroom, students are silent and uncommunicative because

questioning is not encouraged in class (Raymond & Choon, 2017). Furthermore,

engagement can be affected by different factors. Increasing the level of engagement in

“Reading is boring.” “Answering vocabulary tasks in the book is not exciting.”

authentic materials (photos), lacks application of words in meaningful contexts, contains

by identifying the most needed features of Chinese EFL students in a reading

instructional material. In increasing reading engagement in class, the use of instructional