A Study on Applying the BOPPPS Teaching Model to Improve English Reading Skills of Junior High School Students in Fujian, China

Dingchang Wang; Feifei Chen

doi:10.26689/jcer.v9i9.12455

Dingchang Wang Chinese International College, Dhurakij Pundit University, Bangkok 10210, Thailand
Feifei Chen Chinese International College, Dhurakij Pundit University, Bangkok 10210, Thailand / Facul

DOI: https://doi.org/10.26689/jcer.v9i9.12455

Keywords: BOPPPS teaching model, Junior high school student, Reading ability

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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