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Extensive reading in EFL contexts: How do EFL learners perceive use of extensive reading in Korean university classrooms?

김지혜
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2016.06|영어교육연구 (English Language Teaching)|제28권 제2호|pp. 47-68|DOI 10.17936/pkelt.2016.28.2.003

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참고문헌

키워드

extensive readinglearner autonomyL2 learners’ perceptionsregular readingpleasure of reading
주제분류영어와문학

초록

This study aims to explore EFL learners’ perceptions toward extensive reading (ER) in EFLuniversity contexts. Korean university students in an EFL context participated in a two-hourreading course for 15 weeks, which is based on an in-class ER approach. With analysis ofcollected data from individual interviews and a course evaluation questionnaire conducted at theend of the semester, the results of this study indicated that the students in ER classes positivelyperceived ER regardless of the fact whether or not they took the ER classes for the first time. Inparticular, those who experienced ER for the first time reported their enjoyment of an ERapproach as a new way of learning English. In addition, most participants in this study werefavorable toward the ER classes in terms of linguistic and affective domains. However,difficulties and suggestions emerged in the ER classes were also noted from the participants’responses. These findings of the present study suggest the value of incorporating ER into EFLcontexts to EFL learners’ perceptions.

Abstract

This study aims to explore EFL learners’ perceptions toward extensive reading (ER) in EFLuniversity contexts. Korean university students in an EFL context participated in a two-hourreading course for 15 weeks, which is based on an in-class ER approach. With analysis ofcollected data from individual interviews and a course evaluation questionnaire conducted at theend of the semester, the results of this study indicated that the students in ER classes positivelyperceived ER regardless of the fact whether or not they took the ER classes for the first time. Inparticular, those who experienced ER for the first time reported their enjoyment of an ERapproach as a new way of learning English. In addition, most participants in this study werefavorable toward the ER classes in terms of linguistic and affective domains. However,difficulties and suggestions emerged in the ER classes were also noted from the participants’responses. These findings of the present study suggest the value of incorporating ER into EFLcontexts to EFL learners’ perceptions.

참고문헌 (51)

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관련 논문AI추천

Students’ Perception Toward Extensive Reading in ESL Contexts박정연현대영어교육학회 · 현대영어교육2015 · 제16권 제3호Designing and Implementing In-Class Extensive Reading: An Approach to Active Learning신인영, 황정희현대영어교육학회 · 현대영어교육2019 · 제20권 제3호Effects of Sustained Silent Reading as an ER Approach on L2 Reading Attitudes in EFL College Classrooms황정희한국영어교과교육학회 · 영어교과교육2018 · 제17권 제3호The Effect of Extensive Reading on Korean EFL Learners’ Reading Ability박용효, 윤지환현대영어교육학회 · 현대영어교육2017 · 제18권 제2호Extensive Reading in a Formal English Reading Class전종민한국영어교육학회 · 영어교육2008 · 제63권 제4호Teacher and Student Perceptions of Extensive Reading Activities석남희현대영어교육학회 · 현대영어교육2016 · 제17권 제1호

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