THE DEVELOPMENT OF ENGLISH READING SKILL OF THE FIRST YEAR CHINESE COLLEGE STUDENTS THROUGH 5E TEACHING METHOD

This study aimed to investigate the impact of the 5E instructional model on the English reading skills and learning satisfaction of first-year college students in Yunnan Province, China. A mixed-methods research design was employed with a sample of 30 first-year students. Quantitative data were collected using English reading achievement tests (pre-test and post-test) and a structured learning satisfaction questionnaire. Qualitative insights were gathered through semi-structured interviews to support the interpretation of satisfaction data. A paired-sample t-test was used to analyse the reading skill data, while descriptive statistics (mean scores and standard deviations) were applied to the satisfaction questionnaire. The results indicated a statistically significant improvement in students' English reading skills. The mean score increased from 9.76 (SD = 2.84) in the pre-test to 15.96 (SD = 2.18) in the post-test (*p* < .001). Furthermore, analysis of the satisfaction questionnaire revealed that all items were rated at a high level, demonstrating that students were satisfied with the 5E-based instruction. Qualitative interview data corroborated these findings. In conclusion, this study demonstrates that the implementation of the 5E instructional model can effectively enhance both the English reading proficiency and the learning satisfaction of first-year Chinese college students.