Keywords
Junior high school student
Reading ability
Submitted : 2025-09-23
Accepted : 2025-10-08
Published : 2025-10-23
Abstract
This study investigated the effectiveness of the BOPPPS teaching model in improving English reading skills among junior high school students in Fujian Province, China. Using a quasi-experimental design, 102 ninth-grade students from two classes participated: an experimental group (n = 51) taught with BOPPPS for 12 weeks (12 sessions) and a control group (*n = 51) receiving traditional instruction. The A2 Key for Schools test measured reading ability pre- and post-intervention. Data analysis (independent/paired t-tests, ANCOVA) revealed that students in the BOPPPS group showed significantly greater improvement in English reading ability compared to the control group. The findings indicate the BOPPPS model is well-suited for developing junior high English reading curricula to enhance student proficiency.
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