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Effects of Genre-specific Instruction and Strategy Training on the Use of Academic Reading Strategies

김미현|김현옥
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2023.06|영어교육연구 (English Language Teaching)|제35권 제2호|pp. 39-60|DOI 10.17936/pkelt.2023.35.2.003

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키워드

metacognitionreading strategyEAPstrategy traininggenre-specific instruction
주제분류영어와문학

초록

The present study comprises two phases of research. First, the study investigated whether EFL university students’ uses of academic reading strategies are different depending on genre-specific instruction. Second, it examined whether strategy training influences the students’ use of academic reading strategies. Additionally, it explored whether the students’ reading abilities interact with the results. In the first phase, 93 English majors from two concurrent EAP courses completed a questionnaire and their responses were compared to identify differences in the strategy uses according to the genre-specific instruction they received in linguistics and literature. The results indicated that problem-solving strategies were used most, followed by support reading strategies, and global reading strategies least. Although there was no significant difference in the strategy uses between the groups of two genres, high-proficiency students in the linguistics group used significantly more of global reading strategies than their low-proficiency peers. In the second phase, 47 students participated in a six-week training of EAP reading strategies implemented in EAP reading in linguistics. Analyses of pre- and post-survey responses revealed a significant increase in the students’ use of global reading strategies, while problem-solving strategies and support reading strategies showed little or no change. Implications were discussed. (196 words)

Abstract

The present study comprises two phases of research. First, the study investigated whether EFL university students’ uses of academic reading strategies are different depending on genre-specific instruction. Second, it examined whether strategy training influences the students’ use of academic reading strategies. Additionally, it explored whether the students’ reading abilities interact with the results. In the first phase, 93 English majors from two concurrent EAP courses completed a questionnaire and their responses were compared to identify differences in the strategy uses according to the genre-specific instruction they received in linguistics and literature. The results indicated that problem-solving strategies were used most, followed by support reading strategies, and global reading strategies least. Although there was no significant difference in the strategy uses between the groups of two genres, high-proficiency students in the linguistics group used significantly more of global reading strategies than their low-proficiency peers. In the second phase, 47 students participated in a six-week training of EAP reading strategies implemented in EAP reading in linguistics. Analyses of pre- and post-survey responses revealed a significant increase in the students’ use of global reading strategies, while problem-solving strategies and support reading strategies showed little or no change. Implications were discussed. (196 words)

참고문헌 (45)

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관련 논문AI추천

Strategy Use in Reading Different Text Genres in EFL Context한호, 이유주대한영어영문학회 · 영어영문학연구2017 · 제59권 제2호Effect of Language Proficiency and Prior Knowledge on Learner’s Reading Strategy Use in an EAP Setting김아영, 김현정언어과학회 · 언어과학연구2013 · 제66호Incorporating Fluency and Strategic Reading Training into an Academic Classroo박정연팬코리아영어교육학회 · 영어교육연구2020 · 제32권 제1호Chinese graduate students’ metacognitive awareness of EFL academic reading strategies안병규, Ming-ming Yu팬코리아영어교육학회 · 영어교육연구2014 · 제26권 제3호The Effectiveness of Reading Strategy Instruction: A Meta-Analysis맹은경한국영어교육학회 · 영어교육2014 · 제69권 제3호Korean EFL University Students' English Reading Strategy Use김남희, 정미애사단법인 한국언어학회 · 언어학2011 · 제19권 제4호

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