An Innovative Analysis of English Reading Instruction Based on an Integrated Approach of Teaching, Learning, and Assessment

Liu Lihua

doi:10.30560/ier.v8n4p86

Liu Lihua Taishan University, Foreign Language School, China

DOI: https://doi.org/10.30560/ier.v8n4p86

Keywords: “Teaching-Learning-Assessment” Integration, English Major Reading, Backward Design, Multi-dimensional Assessment, Critical Thinking Skills

Abstract

English language reading instruction needs to move urgently from language decoding to cultural interpretation and critical thinking in the context of globalization. Factors impacting the effectiveness of reading curriculum include vague teaching objectives, delayed evaluation, fragmentation of teaching and evaluation in teaching practices from traditional education models, which often trap students in passive receptor and examination-driven training paradigms and hence, fail to develop the higher order reading literacy. The "teaching-learning-assessment" integration philosophy is a way to change teaching logic through system thinking, recognizing the dynamic interaction of objectives, activities, and evaluation, and offers a theoretical lens to confront the fragmented and surface-level reading instruction. English language reading course is in immediate need to take a parameters to address demonstrably as new liberal arts education competency for composite foreign language talent, based upon the teaching-learning-assessment framework, and to focus on deep understanding interpretation of texts, as a innovative model of instruction for in-depth text interpretation pedagogic for critical thinking skills.

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