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Volume 10,Issue 8

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22 October 2025
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
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1 Chinese International College, Dhurakij Pundit University, Bangkok 10210, Thailand,
2 Chinese International College, Dhurakij Pundit University, Bangkok 10210, Thailand / Facul,
JCER 2025 , 9(9), 189–194; https://doi.org/10.26689/jcer.v9i9.12455
© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )
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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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