AbstractIn the present study, the effects of two modes of instruction - "Self-Learning" (SL) and "Teacher Instruction" (TI) - in teaching Chinese texts was investigated. Secondary 4 students were assigned into 2 groups - SL Group and TI Group. Students in both groups were pre-tested on reading comprehension, and then they were to learn a specific Chinese text using their respective instructional modes (SL and TI). Afterwards they completed another reading comprehension test on that same text. Two-way ANCOVA with pre-test as covariate was used to test for differences between the post-test reading comprehension scores of the 2 groups. Results indicated that there was no significant difference between the overall reading comprehension scores of the 2 groups of students. Specifically, students can learn "general rhetoric" and "low-level textual comprehension" equally well with or without teacher instruction, suggesting that teachers do not need to spend class time to teach such knowledge in detail.
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