Investigating Effects of Reading Strategy Instruction for Korean Adult EFL Students from Different Proficiency Levels
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초록
This study is an intervention study that observed Korean university students’ reading performance after the explicit reading strategy instruction. Total nine university students participated in this study. After a three-week explicit reading strategy instruction, students were asked to express their reading comprehension processes with a think-aloud protocol and a retelling task. After that, personal interviews were also conducted individually. The result showed that the explicit reading strategy instruction influenced all participants’ reading performance positively. More specifically, the students from the higher proficiency level used reading strategies they’ve learned more actively and appropriately than the students from the other levels. Intermediate and lower level students tried to use reading strategies they’ve learned during the strategy instruction, but not always successfully. In the future, a longitudinal study and a quantitative study with a large pool of subjects should be conducted to verify more tangible effects of reading strategy instruction for EFL students. Implications are also provided
Abstract
This study is an intervention study that observed Korean university students’ reading performance after the explicit reading strategy instruction. Total nine university students participated in this study. After a three-week explicit reading strategy instruction, students were asked to express their reading comprehension processes with a think-aloud protocol and a retelling task. After that, personal interviews were also conducted individually. The result showed that the explicit reading strategy instruction influenced all participants’ reading performance positively. More specifically, the students from the higher proficiency level used reading strategies they’ve learned more actively and appropriately than the students from the other levels. Intermediate and lower level students tried to use reading strategies they’ve learned during the strategy instruction, but not always successfully. In the future, a longitudinal study and a quantitative study with a large pool of subjects should be conducted to verify more tangible effects of reading strategy instruction for EFL students. Implications are also provided
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