IntroductionThischapterisconductedbythreemainparts,researchbackground,purposeandsignificanceandstructureofthisthesis.1.1ResearchBackgroundInrecentyears,undertheguidanceofEnglishcurriculumstandards,manyprimaryschoolEnglishteachers’conceptofEnglishreadingteachinghaschanged.Inthepast,peoplethoughtthatlearningEnglishistodoexercises,teacherstakethecorrectrateof“tickexercises”asamainteachingmethodtotestwhetherstudentshavelearnedEnglish,occupymostofthetimeofEnglishlearning.HuangYuanshen(2006)believesthatgoodEnglishis"read",not"tickpractice",learninganylanguagecannotdowithoutalotofreading.Atpresent,intheprocessofreadingandobtaininginformation,studentsstillstayatthesimplelevelofansweringthequestionscorrectly,andlackofunderstandingofthetext,analysisoftheplotandevaluationoftheinspiration.Thereadingthinkingqualityofstudentscannotbeeffectivelyimproved,itisdifficulttocultivatestudents'independentlearningabilityandlifelonglearningability.Therefore,in1986,Ogle,anAmericanscholar,proposedaguidingreadingstrategybasedonconstructivismtheory—TheKnow-Want-LearnMethod.KWLMethodnotonlyfocusesonstudents'knowledgeofthetext,butalsofocusesontheimprovementofanalysisandevaluationability.Inteaching,teachersneedtoreadthetextdeeply,bebasedonthetexttheme,inspirestudentstothinkpositivelyandsolveactivelybythewayofaskingquestions-seekinganswers-strategytransfer,andhelpstudentsdigestthekeycontentofthetextindifferentforms,soastoimprovetheteachingefficiency.1.2ResearchPurposeandSignificanceThisthesisaimstoapplyKWLteachingmethodtoEnglishreadingteachinginprimaryschools,inordertoexploretheinfluenceofKWLonEnglishscores,vocabularyaccumulationandreadingabilityoffourth-gradestudentsofdifferentlevels.Throughconsultingandsortingoutrelevantliteratureandinvestigatingexperiments,theapplicationofKWLteachingmethodinEnglishreadingteachinginprimaryschoolsisfurtherexpanded,andtheeffectofKWLteachingmethodonEnglishreadingabilityisreflectedinpractice.Forprimaryschoolstudents,EnglishreadingismoredifficulttounderstandandanalyzethanChinesereading.Teachers'applicationofKWLteachingmethodinreadingteachingisbeneficialtomotivatestudents'interestinreading,enhanceclassroomefficiency,andhelpstudentstothinkindependentlyanddevelopgoodreadingthinkingquality.Forteachers,theuseofKWLteachingmethodisconducivetoguidingstudentstothinkabouttheinformationtheywanttoknowandexpandtheknowledgetheyareinterestedin,whichfullyreflectsthedifferencesofindividualstudentsandcanavoidone-size-fits-allteachingsoastomeetthediverseneedsofdifferentstudents.1.3StructureoftheThesisThisthesisisdividedintofivechapters.Thefirstchapterisintroduction,includingresearchbackground,researchpurposeandsignificanceandstructureofthethesis.Thesecondchapterisliteraturereview,mainlyintroducingdefinitionofKWLmethodandliteraturereviewathomeandabroad.Inaddition,thebasictheoryofKWLmethodwillbementioned.Thethirdchapterisresearchdesign,whichmainlyintroducesresearchpurposeandquestion,researchmethod,stepsoftheresearchandteachingsampleofKWLmethodarelistedinthischapter.Thefourthchapterdataanalysisanddiscussion,theresearcheranalyzesthedatafromtestsandquestionnaires,discusstheadvantageofKWLmethodandputforwardsomerelevantsuggestions.Thefifthchapterexpoundsthemajorfindingsofthestudy,pointsouttheshortcomingandlimitationsandthedirectionsforfutureteachingresearch.LiteratureReviewThischaptersummarizesthedefinitionofKWLmethodandthebasicknowledgeofConstructivismTheory,andexplorestheconnectionofKWLmethodandreadingability.What’smore,thecurrentresearchesathomeandabroadarereviewed.2.1DefinitionofKWLMethodOgleproposedtheKWLMethodin1986,astudyofreadingstrategiesistobeabletohelpthelearnerstoreadtextinformationinthereading,autonomousbuildingschemeofakindofteachingmethod,mainlythroughguessthetitleofthearticle,picturesandothercontent,guidestudentstoactivelybuildlanguageknowledgeframework,basedontheAngleoftheunitdepthinterpretationofthetext.KWListheshortformofthreequestions.KisthefirstletterofKnow,whichstandsforWhatIKnow,thatis,theknowledgethatstudentshavebeforereading.WisthefirstletterofWant,whichstandsforWhatIWanttoknow,whichisWhatstudentsWanttolearnbyreading.TheL,thefirstletteroftheletter,standsfor'WhatILearned,'meaningWhatastudentLearnedafterreading.2.2TheoreticalBasisConstructivismlearningtheoryholdsthatlearningistoguidestudentstogrow(construct)newexperiencefromtheoriginalexperience.(LiFang,2011)Learnersdonotpassivelyreceiveexternalinformation,butactivelyandselectivelyperceiveexternalinformationaccordingtothepreviouscognitivestructure,andconstructthemeaningofcurrentthings.Constructivism,asanewcognitivetheory,emergedinthepast20years.R.Nola,aNewZealandscholar,pointedoutthat"SocratesandPlatoaretheearliestconstructivistsineducationintermsofthereasonsforopposingtheuseofdirectteachingtoformtheknowledgebase."Socrates'"spiritualmidwifery"inspirespeopletothinkaboutproblemsinauniqueway,whichactuallyembodiesthehumanisticspirit,thatis,everythingisthoughtbyitself.Piaget'stheoryofchildren'scognitivedevelopment,afamousSwisspsychologist,elaboratedthebasicstageofchildren'sthinkingdevelopmentindetailforthefirsttime,andmadeanimportantcontributiontothefurtherstudyofchildren'sthinkingdevelopmentprocessandlaw.Therefore,Piagetisregardedastheearliestproposerofcontemporaryconstructivism.BasedonPiaget'scognitivetheory,Vygotsky's"Cultural-historicaldevelopmentTheory",whichemphasizestheroleofthesocial,historicalandculturalbackgroundinthecognitiveprocess,emphasizesthatlearningisrealizedthroughinteractionwithotherstudents,teachersandthewholeworld.AccordingtoVygotsky(1978),socialinteractionisthefirststepinlearningandplaysafundamentalroleincognitivedevelopment.Domesticscholarshavesummeduptheteachingmodesuitableforconstructivismlearnersas"student-centered".Inthewholeteachingprocess,teachersfullyplaytheroleoforganizer,instructor,helperandfaciliator,makefulluseofsituations,collaborativedialogueandotherlearningenvironment,givefullplaytostudents'initiative,enthusiasmandcreativity,soastoachievethepurposeof"effectivelyconstructingthecurrentknowledgesignificance".(JiangZhexian,2008)2.3ResearchatHomeandAbroadManyforeignresearchersandscholarshavestudiedKWLreadingmodemainlytoexplorewhetherKWLreadingmodecanimprovestudents'abilitytousereadingstrategiesintheprocessofreading.Stone&Miller(1991)appliedtheKWLreadingmodeltocollegeEnglishreadingclasses.Experimentsrecordedsignificantimprovementsinself-confidenceandshort-termmemoryratesusingactivereadingstrategies.MahammadHusseinHamdan(2004)conductedanempiricalstudyoftenthgradeboysinJordan.TheresultsshowthatKWLcanimprovestudents'readingcomprehension.Inrecentyears,theKWLreadingmodelhasgraduallyattractedtheattentionofsometeachers,experts,andscholarsintheEnglishfieldinChina.Butmostoftheresearchwasconductedinhighschoolsanduniversities.WangWeihongandDongYuanxing(2013)discusstheroleofKWLinefllearning.TheresultsshowedthatreceivingthetrainingoftheKWLreadingmodelforcollegestudentshadapositivesupportingeffectonthemodel.ZhouBaoqun(2014)discussestheapplicationofKWLinextensiveEnglishreadingcourses.TheresearchshowsthattheapplicationofKWLreadingmodelinEnglishextensivereadingcoursesinvocationalcollegescaneffectivelyimprovestudents'reflectiveability.GongChunjie(2016)appliedKWLreadingmodetoEnglishreadingteachingingrade9,believingthatKWLreadingmodecanimprovestudents'autonomouslearningabilityandcultivategoodreadinghabits.Throughtheaboveliteraturereview,thefollowingconclusionscanbedrawn:KWLteachingmethodhasapositiveeffectonthecultivationofstudents'Englishreadingability,whichcanfullymobilizestudents'Englishlearningautonomy,andeffectivelycultivatestudents'thinkingabilityandreadingcomprehensionability.However,mostoftheresearchobjectsarehighschoolandcollegestudents,andtheimpactofKWLteachingmethodonprimaryschoolstudents'Englishreadingabilityhasnotbeenfullyverified.AsprimaryschoolstudentsjustcomeintocontactwithEnglishreading,theirthinkingabilitylackseffectiveguidanceandislimitedbythedifferencesbetweenChineseandWesternculturesandthelackoflifeexperience.Therefore,theycannotperceive,analyzeandsynthesizereadingmaterials,andthetraditionalteachingmethodcannoteffectivelyimprovestudents'readingthinkingability.Therefore,thisthesisattemptstoexploretheapplicationofKWLteachingmethodinEnglishreadingteachinginprimaryschools.ResearchDesignBasedonpreviousdesign,thisstudyappliesKWLmethodtoreadingteachinginprimaryschooloffourthgrade.Inordertomaketheresearcheffectiveandobjective,questionnaireandinterviewmethodsareadoptedforthestudy.3.1ResearchPurposeandQuestionThemainpurposeofthisstudyistoexplorewhetherstudents’readingabilityhasimprovedafterlearningKWLmethod,andwhetherstudents’self-learningabilitycanbereflected.Inaword,thesesurveydataprovideempiricaldataforthisstudy,sothattheauthorcanbetterproposeeffectivewaysforEnglishreadingteachinginprimaryschool.Throughquestionnaireandinterview,thetwoquestionslistedblowneedtobeansweredtoimplementtheresearch:(1)DoestheKWLteachingmethodarousestudents’interestinreading?(2)DoesKWLteachingmethodsignificantlyimprovethequalityofstudents’readingthinking？3.2ResearchSubjectInthisstudy,twoclasses,405and406,wheretheauthoristheteacher,areselectedastheexperimentalclassandthecontrolclass.Thereare52studentsinClass5asanexperimentalclass.Class6isacontrolclass,with54students.Theauthorconductedapre-testinthetwoclassesandfoundthattheEnglishlevelofthetwoclasseswasalmostthesameandthefoundationwasrelativelyweak,butthestudentsofClass5weremoreactiveinclass.Theauthorconducteda10-weekexperimentalstudyintwoclasses.Theteachers,teachingcontentandteachingdurationofthetwoclasseswerethesame.However,KWLteachingmethodwasadoptedintheexperimentalclass,whiletraditionalreadingteachingmethodwasadoptedinthecontrolclass.StudentshavejuststartedtolearnEnglishforoneyear.Withthehelpofpictures,theycanunderstandsimplearticles,butitisdifficulttoexpandtheextracurricularculturerelatedtothearticles.3.3ResearchMethodsThisstudywasconductedusingquestionnaire,test,interviewandsoon.AlltheseresearchtoolswereusedtoobtainresearchdataandexplorewhethertheapplicationofKWLintheclasstaughtbytheauthorimprovedstudents'interestinEnglishreading,classroomparticipationandEnglishreadingperformance.3.3.1TestBeforetheexperiment,theauthorchosethefamiliartextbook--Unit5ofEnglishinThefirstvolumeofGrade4publishedbyPeople'sEducationPressastheexplanation,andthereadingtestofUnit5ofEnglishtestinthefirstvolumeofEnglishingrade4in2021-2022asthepre-testcontent.Thepost-testcontentisfromthecontentofFengfeng'sBirthday（5）inActivity2inunit3ofthefirstvolumeofcoreliteracyEnglishtrainingcompiledbyLiuJianda.Thedifficultyofthetestcomesfromthecontentofthetestpaperandextra-curricularbooks,whichhasacertaindegreeofreliability.Thedifficultyofthetestisgraduallyincreased,andthepost-testismainlytoprovewhetherstudents'readingabilityhasbeenimprovedaftertenweeksofEnglishreadingteachingundertheKWLteachingmode.3.3.2QuestionnaireSurveyMethodQinXiaoqing(2009)believesthatquestionnaireisthesecondmostcommonlyuseddataacquisitiontoolinEnglishteachingresearch.Theauthormadeapost-studyquestionnairesurveyforstudents,aimingtoinvestigatestudents'interestinEnglishreadingandclassroomparticipationundertheKWLteachingmode.Thequestionnaireselectedthistimewasscoredona1-5LikertScale(from"totallydisagree"to"totallyagree",withoptions1,2,3,4,5respectively).Thequestionnaireconsistedoftenquestions.Theauthoraskedthestudentstofillinthequestionnaireaccordingtotheactualsituationandcollectedeachstudent'squestionnaire.Therefore,thedataobtainedarevalid.Inordertomakestudentsunderstandthechoicesaccuratelyandimprovethereliability,thequestionnairewasexpressedinChinese.3.3.3InterviewingMethodAsthenameimplies,surveyorsgettoknowthesituationofrespondentsthroughconversationandobtaininformationfromrespondents.(ChenJianlin,2004)Aftertheteachingofthefirstsemester,theauthorconductedaninterviewstudyonthestudents,randomlyselecting6studentsfromtheclass,inordertounderstandsomechangesofstudents'Englishreadingbeforeandaftertheexperiment.Therefore,theinterviewquestionsofthisstudyareasfollows:1.DoyouenjoytheEnglishreadingclassthisterm?2.WhatdoyoufindattractiveabouttheKWLmethodcomparedtothetraditionalreadingmethod?3.DoyouthinkyourinterestinEnglishreadinghasimprovedundertheKWLteachingmethod?4.Doyouparticipatemoreactivelyinclassthanbefore?5.Howmuchextracurricularknowledgehaveyouaccumulated?6.HowdidyourEnglishreadingchangeafteronesemesterofusingtheKWLmethod?Pleasegiveexamples.3.4StepsoftheResearchTheexperimentlastedfor11weeksfromOctober25,2021toJanuary7,2022.Datawerecollectedfrompre-test,post-test,questionnairesurveyandinterview.Theprocessisdividedintofourparts.Thefirstpartismainlypre-testing.Theauthorselectedtwoclassesofstudentsasresearchobjects,andconductedtestsonthem.Thesecondpartisanine-weekteachingweek.KWLteachingmethodwasadoptedintheEnglishreadingclassoftheexperimentalclass,whiletraditionalreadingteachingmethodwasadoptedinthecontrolclass.Duringthisperiod,theauthortracksandevaluatesthestudents'learningeffect.Inthethirdpart,theauthorconductedpost-testintheexperimentalclassandthecontrolclass,andconductedaquestionnairesurveyandinterviewwiththestudentsintheexperimentalclass.Inthefourthstage,theauthorsortedoutandanalyzedthedataobtainedfromtests,questionnaireandinterviews.3.5TeachingSampleofKWLMethod3.5.1TeachingSampleThefollowingisaspecificexampleoftheKWLteachingmethod.ThereadingmaterialisselectedfromKeyCompetenciesEnglishTrainingeditedbyLiuJianda,Unit3Let'seatActivity2Fengfeng'sBirthday(5).1.TeachingObjectives1.1Knowledgeobjective=1\*GB3①Studentscanlearnthemeaningofnewwordsforfoodsuchascongee,dimsum,beefball,etc.=2\*GB3②Studentscanmasterthewordstodescribethedeliciousfood,suchas:good,yummy,tasty,delicious.=3\*GB3③Studentscanmasterthesentencepattern"Whatwouldyoulike?""I'dlike..."1.2Abilityobjective=1\*GB3①Studentscanuse"Whatwouldyoulike?"I'dlike..."askthepartnerabouthis/herfavoritefoods.=2\*GB3②Studentscanlearnhowtofindkeyinformationandanswerquestionsinthepassage.1.3Emotionalobjective=1\*GB3①Studentscanlearntoworkingroupsandimprovetheirinterestinreading.=2\*GB3②StudentscanlearnaboutCantonesecuisineandstrengthentheirloveoftraditionalcuisine.3.5.2TeachingProcedureStep1:Warmup1.Listentothesong:Whatwouldyoulike?T:Boysandgirls,let’slistentoasong.Listencarefully,please.2.Theteacherplaysthesongagainandthestudentssingalong.T:Listentothesongagain,pleasesingwithit.3.Singthesongtogether.T:Nowlet’ssingthesongagain.[Purpose]Warmupwithasongtohelpstudentsfocusontherhythmandstimulatetheirinterestinlearning.Thissongiscloselyrelatedtothemaincontentofthelessonandcanhelpstudentsprepareforthelessoninarelaxedandcheerfulatmosphere.Step2:LeadinDiscusswiththestudentsthenamesoftheirfavoritefoods.T:Whatdoyoulike?Wouldyoulikesomenoodles?Wouldyoulikesomechicken?Wouldyoulikesomevegetables?...[Purpose]Helpthestudentstoreviewtherelevantknowledgeandgetreadyforthenextreadingactivity.Step3:Presentation1.Theteacherasksquestionstostimulatethestudents'interestinreading.ThentheteacherplaysthevideoandthestudentswatchitcarefullyandtrytoanswerthequestionsintheKform.Table1KLearningColumnK:WhatIhaveknownWhatwouldtheylike?MingmingVivianXiaowenKenT:Lookatthevideo.Whatyouhaveknown?WhatwouldMingminglike?Oh,he'dlikebeefballs.WhatwouldVivianlike?She'dlikesomebeef.Andwhat'sXiaowen'sfavoritefood?Watchthevideoagainandfindtheanswer.T:Xiaowenlikescongeebest.AndwhatwouldKenlike?He'dlikesomesoup.2.Theteacherplaysthevideoagain,thestudentswatchthevideocarefully,andthendiscussthereasonswhyMingmingandotherslikethefoodingroups.T:Mingmingwouldlikesomebeefballsbecausetheyaredelicious.WhydoesXiaowenlikecongee?Becauseittastesgood.Vivianwouldlikesomebeefbecauseitisyummy.3.Basedontheirownpredictionsandwhattheywanttoknowaboutthepassage,studentscanaskquestionsindependentlyandwritethemintheWtable.Inthisprocess,teachersprovidelanguagehelptostudents.Table2WLearningColumnW:WhatIwanttoknowQ1:Q2:Q3:Q4:[Purpose]Letthestudentsknowthecontentofthepassagestepbystep,andletthestudentsusetheirownquestionsasreadingguide.Inthisway,students'questioningabilityisdeveloped.Studentscananswerquestionsbyreadingarticles,whichcannotonlysatisfytheirthirstforknowledge,butalsoreflecttheirindependentlearningability.Step4:Practice1.Teacherplaysthetape,thenstudentsreadafterthetape.Remindstudentstopayattentiontopronunciationandintonation.2.Workingroupsandactoutthedialogue.3.Teachershowsthepictureofbeefball,askthestudentstothinkaboutwhatkindoffooditis,andaskstudentsiftheyknowmoreaboutthefoodinthisarea,thenletstudentscompletethecontentsoftableL.Table3LLearningColumnL:WhatIlearnedDoyouknowmoreaboutChaoshanfood?Beefball[Purpose]Guidestudentstogetinformationthroughpictures,andcontinuetoexpandtheextracurricularknowledgeaboutChaoshanfood,aswellastheEnglishexpressionsofthesefood.Step5:SummaryTeacherplaysthesongWhatwouldyoulikeagain,studentssingittogether.[Purpose]Finishthelessonwithasongandaskthestudentstorecallthecontentofthelessonthroughthesong.3.5.3DifferencebetweenKWLMethodandRegularReadingMethodIntheconventionalreadingteachingclassofthecontrolclass,theauthorteachesthesamearticle,andthestepsareasfollows:Theteacherplaysthetape,askstudentstowatchthevideowithquestionsandfindtheanswertoeachquestionfromthepassage.Thentheteachercheckswhetherthestudentshavefinishedtheexercisesandasksthestudentstofollowtheteacher'sexplanationtochecktheiranswers.Inthisprocess,thestudentssilentlyandpassivelycooperatewiththeteacher,andtheconventionalreadingteachingignoresthestudents'thinkingandneeds.UnderKWLreadingmethod,studentscanreadinaplannedwayaccordingtotheKWLreadingstrategytable.Thenstudentssettheirownreadingquestionsaccordingtotheirexistingknowledgeandwhattheywanttoknow,whichcaneffectivelystimulatestudents'readingmotivationandinterest,andpromotethedevelopmentofstudents'problemawareness.Finally,throughthelearningofthisclass,studentscanactivelydiscussandsharetheknowledgetheyhavelearnedwithgroupmembers,whichexpandstheirknowledgeofrelevantcontentanddevelopstheircooperationabilityandthinkingability.

4.DataAnalysisandDiscussionThischapterverifiestheeffectofKWLteachingmethodthroughtheanalysisanddiscussionofquestionnairesurveyandtestdata.4.1DataAnalysisofTestsInordertoverifytheinfluenceofKWLteachingmethodonstudents'Englishreadingability,theauthorconductedpre-testandpost-testrespectivelyintheexperimentalclassandthecontrolclasstocomparethechangesofstudents'readingabilitybeforeandafterthestudy.4.1.1Pre-testResultsofControlClassandExperimentalClassTherewasnosignificantdifferenceinthepre-testcontentbetweenthecontrolclassandtheexperimentalclass.Studentscouldunderstandthecontentofthearticleandmakeasimpleanalysis,andthecorrectanswerrateofthefivequestionswassimilar.Table4Pre-testResultsofControlClassandExperimentalClassAccuracyClassQ1Q2Q3Q4Q5TotalExperimentalClass92.3%96.2%90.4%73.1%94.2%89.24%ControlClass90.7%98.1%88.9%76.0%94.4%89.62%Fromthedata,wecanseethatstudentshaveathoroughunderstandingofthewholearticle,butforthefourthquestion,whichrequiresthinkingtogettheanswer,studentsarenotabletomakeacorrectanalysisinashorttime,andtheirthinkingandanalysisskillsarepoor.Therefore,thereisnosignificantdifferenceinEnglishreadingscoresbetweenthecontrolclassandtheexperimentalclassbeforelearningKWLteachingmethod.4.1.2Post-testResultsofControlClassandExperimentalClassThepurposeofthepost-testistoexplorewhethertheEnglishreadingabilityoftheexperimentalclassissignificantlyimprovedcomparedwiththatofthecontrolclassundertheKWLteachingmethod.Comparedwiththepre-test,thepost-testquestionsareintheformoffill-in-the-blank,whichtestsstudents'analyticalabilityandthinkingability.Table5Post-testResultsofControlClassandExperimentalClassAccuracyClassQ1Q2Q3TotalExperimentalClass100%96.2%98.1%98.1%ControlClass92.6%74.1%77.8%81.5%Itcanbeseenfromthetablethattheexperimentalclassandthecontrolclassshowgreatdifferencesinthepost-test.Mostofthestudentsinthetwoclassesansweredthefirstquestioncorrectly,whichcouldbedirectlyansweredfromthepassage.Asforquestionstwoandquestionthree,whichrequirestudentstoanalyzeandthinkthearticlebeforetheycangettheanswer,studentsintheexperimentalclasshavedevelopedtheirthinkingandanalyticalabilityunderthenine-weekKWLteachingmethod.Therefore,thepositivereachrateissignificantlydifferentfromthatofthecontrolclass,andonlysomestudentscannotanswerthequestioncorrectly.4.2DataAnalysisofQuestionnairesInordertoverifywhetherKWLteachingmethodcanimprovestudents'readingthinkingabilityandanalyticalability,thesamequestionnairesurveywasconductedintheexperimentalclassesbeforeandaftertheexperiment.Thepurposeistocomprehensivelyunderstandstudents'EnglishreadinginterestandclassroomparticipationbeforeandafterlearningKWLteachingmethod.Table6Comparisonofstudents'interestinreadingbeforeandafterlearningKWLmethod(EC)Comparisonofstudents'interestinreadingbeforeandafterlearningKWLmethodQuestionOptionBeforestudyProportionAfterstudyProportion1.IhaveaproactivehabitofreadingEnglish.Totallydisagree35.77%00%Disagree1528.84%23.83%Notsure2242.30%1019.23%Agree1019.23%1732.69%Totallyagree23.84%2344.23%2.IcanfindthepleasureofreadinginEnglish.Totallydisagree713.46%23.83%Disagree1630.76%35.77%Notsure1936.53%59.61%Agree1426.92%1528.84%Totallyagree611.53%2751.92%Ascanbeseenfromthetable,beforetheexperiment,only23.07%ofthestudentshadtheactivehabitofEnglishreading,and38.45%ofthestudentscouldfindthefunofEnglishreading.ThisshowsthatmoststudentshavelowinterestinEnglishreading,whichisbecausestudentshavejustcomeintocontactwithEnglishreading,andtheboringtraditionalreadingteachingmethodcannothelpstudentsfindthepleasureofreading.Aftertheexperiment,76.92%ofthestudentscouldreadEnglishactivelyand80.76%couldfindfuninEnglishreading.ThisshowsthatKWLteachingmethodcanstimulatestudents'interestinlearningtoacertainextent.Table7Comparisonofstudents'useofreadingstrategiesbeforeandafterlearningKWLmethod(EC)Comparisonofstudents'useofreadingstrategiesbeforeandafterlearningKWLmethodQuestionOptionBeforestudyProportionAfterstudyProportion3.Icanthinkaboutanarticleintermsofitstitle.Totallydisagree1019.23%47.69%Disagree2242.30%815.38%Notsure917.31%59.61%Agree611.54%1325%Totallyagree59.61%2242.30%4.Icanguesswhattoreadfromillustrationsandtables.Totallydisagree713.46%35.77%Disagree1325%59.61%Notsure1121.15%611.53%Agree917.31%1732.69%Totallyagree1223.08%2140.38%5.Icanreadasrequiredbytheteacher.Totallydisagree713.46%23.85%Disagree917.31%47.69%Notsure1630.77%713.46%Agree1426.92%1834.61%Totallyagree611.54%2140.38%6.Icanusemyexistingknowledgetoguessthemeaningofstrangewords.Totallydisagree59.61%00%Disagree1019.23%47.69%Notsure1834.61%713.46%Agree1019.23%1834.61%Totallyagree917.31%2344.23%Ascanbeseenfromthetable,only21.15%ofthestudentswereabletothinkaboutthearticleincombinationwiththetitlebeforetheexperiment,and40.38%ofthestudentswereabletoguessthereadingcontentaccordingtotheillustrationsandtables.Thissuggeststhatmoststudentsdidnotactivatetheinformationrelatedtothereadingtopicbeforereading.Aftertheexperiment,67.30%ofthestudentscouldthinkaboutthearticleaccordingtothetitleandactivatethepreviousinformation.73.07%ofthestudentsguessedwhattoreadaccordingtotheillustratedtable.Theproportionofstudentswhocouldreadaccordingtotheteacher'srequestincreasedfrom38.46%to75%,andth