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온라인 대학 영어읽기 수업에서 읽기 전 활동 유형에 따른 읽기이해도와 학습자 선호도

The effects of pre-reading activities and students’ preferences on the achievement of the reading tests in the online English reading class

박은영|강혜경
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2015.12|영어교육연구 (English Language Teaching)|제27권 제4호|pp. 213-230|DOI 10.17936/pkelt.2015.27.4.011

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참고문헌

키워드

Academic achievementreading test읽기 시험읽기 전 활동학업 성취도Pre-reading activities온라인 영어 읽기 수업토론활동Online English reading classDiscussion activities
주제분류영어와문학

초록

This study examines how pre-reading activities had an impact on students’ academicachievements and preference towards three types of pre-reading activities-written text, videoand audio materials. The students preferred text and video materials to audio ones. However, bythe type of the pre-reading activities, academic achievements didn’t show statistically significantdifferences. The activities did not affect the student's performance in terms of statistic data, butthe students agreed that the activities were useful to reading performance. They also mentionedthat searching for materials through internet and discussing about them afterwards wereeffective. However, it should be noted that one of the suggestions that the students made wasthis--the teacher needs to specify certain areas such as the settings, the backgrounds, and thecharacters of the reading materials while browsing them. This means that offering some usefulguidelines to the students is necessary and important to produce more desirable effects. Inconclusion, students’ academic performances show that the pre-reading activities by types arequite effective, provided some detailed guidelines for each activity are offered in the futurestudy.

Abstract

This study examines how pre-reading activities had an impact on students’ academicachievements and preference towards three types of pre-reading activities-written text, videoand audio materials. The students preferred text and video materials to audio ones. However, bythe type of the pre-reading activities, academic achievements didn’t show statistically significantdifferences. The activities did not affect the student's performance in terms of statistic data, butthe students agreed that the activities were useful to reading performance. They also mentionedthat searching for materials through internet and discussing about them afterwards wereeffective. However, it should be noted that one of the suggestions that the students made wasthis--the teacher needs to specify certain areas such as the settings, the backgrounds, and thecharacters of the reading materials while browsing them. This means that offering some usefulguidelines to the students is necessary and important to produce more desirable effects. Inconclusion, students’ academic performances show that the pre-reading activities by types arequite effective, provided some detailed guidelines for each activity are offered in the futurestudy.

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읽기 전 학습 활동 유형이 고등학교 영어 학습자의 독해력에 미치는 영향임병빈, 한희정현대영어교육학회 · 현대영어교육2010 · 제11권 제3호온라인 동영상을 활용한 수업이 영어 독해력 향상과 영어 학습 흥미도에 미치는 영향곽면선한국현대언어학회 · 언어연구2017 · 제33권 제3호대학생들의 문자채팅을 활용한 읽기 전 활동이 영어 읽기 성취도에 미치는 효과김혜경, 정동빈대한영어영문학회 · 영어영문학연구2009 · 제51권 제4호A Comparative Study of Pre-reading Activities on University Students' Reading Comprehension: Learning Vocabulary vs. Watching YouTube김혜숙, 차윤정한국멀티미디어언어교육학회 · 멀티미디어 언어교육2017 · 제20권 제1호읽기 전 활동이 중학생의 영어 독해력에 미치는 영향에 관한 연구윤웅진, 황숙현팬코리아영어교육학회 · 영어교육연구2006 · 제18권 제1호사전 온라인 학습이 영어 학업성취도와 동기변화에 미치는 영향김해동, 박근태21세기영어영문학회 · 영어영문학212017 · 제30권 제4호

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