그래픽 조직자 수업이 고등학교 학습자의 수능 문항 유형별 독해 능력 및 정의적 태도와 독해 전략에 미치는 영향
A study on the effects of graphic organizer instruction on high school English learners' reading comprehension abilities by Korean SAT question types, affective attitudes, and reading strategies
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The purpose of this study is to investigate the effects of graphic organizers in enhancing students' reading abilities, affective attitudes, and reading strategies. A total of 82 EFL high school students in Korea were divided into two groups: an experimental group engaging in graphic organizer activities and a comparative group attending traditional lecture-style classes. After the sessions, students completed post-reading tests with five question types and a survey on their affective attitudes and reading strategies. Statistical analysis of the data revealed the following results: First, the experimental group showed significant improvement in identifying main ideas but not in understanding the logical flow of texts. Second, graphic organizers positively influenced students' confidence, motivation, and perception of the importance of text structures but had limited effects on fostering interest in learning English. Finally, graphic organizer activities significantly enhanced global strategy use but showed no significant effects on metacognitive, problem-solving, or supportive strategies. These findings suggest that teachers should incorporate graphic organizers to improve students' ability to identify main ideas, foster positive attitudes, and enhance global reading strategies. Their impact can be maximized when combined with activities that promote interest, higher-order thinking, and diverse strategy use.
Abstract
The purpose of this study is to investigate the effects of graphic organizers in enhancing students' reading abilities, affective attitudes, and reading strategies. A total of 82 EFL high school students in Korea were divided into two groups: an experimental group engaging in graphic organizer activities and a comparative group attending traditional lecture-style classes. After the sessions, students completed post-reading tests with five question types and a survey on their affective attitudes and reading strategies. Statistical analysis of the data revealed the following results: First, the experimental group showed significant improvement in identifying main ideas but not in understanding the logical flow of texts. Second, graphic organizers positively influenced students' confidence, motivation, and perception of the importance of text structures but had limited effects on fostering interest in learning English. Finally, graphic organizer activities significantly enhanced global strategy use but showed no significant effects on metacognitive, problem-solving, or supportive strategies. These findings suggest that teachers should incorporate graphic organizers to improve students' ability to identify main ideas, foster positive attitudes, and enhance global reading strategies. Their impact can be maximized when combined with activities that promote interest, higher-order thinking, and diverse strategy use.
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