상호작용식 읽기 지도와 협력학습을 통한 대학영어 독해수업의 효과적 교수법 연구
Exploring effective instruction for teaching an EFL reading class through interactive reading instruction and collaborative learning
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The purpose of this study is to explore effective instruction for teaching reading through interactive reading instruction and collaborative learning in an EFL reading class. Data were collected from 128 students taking reading classes at two universities in Korea. They were asked to take pre- and post-reading tests and fill out an attitude questionnaire after teaching reading classes employing interactive reading instruction and collaborative learning throughout one semester. The results showed that the students’ attitudes to both interactive reading instruction and collaborative learning were positive although they did not receive significantly higher scores in the post-reading test. They preferred collaborative reading activities to interactive reading activities, and among the interactive reading activities they favoured bottom-up activities more than top-down activities. The findings suggest that interactive reading activities can be combined well with collaborative reading activities, and the combined activities seem to lead to a more effective reading class.
Abstract
The purpose of this study is to explore effective instruction for teaching reading through interactive reading instruction and collaborative learning in an EFL reading class. Data were collected from 128 students taking reading classes at two universities in Korea. They were asked to take pre- and post-reading tests and fill out an attitude questionnaire after teaching reading classes employing interactive reading instruction and collaborative learning throughout one semester. The results showed that the students’ attitudes to both interactive reading instruction and collaborative learning were positive although they did not receive significantly higher scores in the post-reading test. They preferred collaborative reading activities to interactive reading activities, and among the interactive reading activities they favoured bottom-up activities more than top-down activities. The findings suggest that interactive reading activities can be combined well with collaborative reading activities, and the combined activities seem to lead to a more effective reading class.
참고문헌 (27)
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