읽기 전략 지도와 읽기 포트폴리오의 활용이 고등학생의 영어 읽기 능력과 태도에 미치는 영향
The effects of reading strategy instruction and reading portfolios on English reading proficiency and the attitude of Korean high school students
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The study investigates the impact of reading strategy instruction and reading portfolios on the reading ability and the affective aspects of Korean high school English learners. A total of 191 high school students participated in the study over a 12-week period. The students were divided into three groups: The control group taught according to the normal curriculum, the reading strategy instruction group using worksheets, and the reading portfolio group using portfolios after the same reading strategy instruction. The results of the study indicate that there was a statistically significant difference between the control and the reading strategy instruction group. This proves the positive effects of strategy instruction on students' reading proficiency through activities promoting students' use of reading strategies. Further, there was a significant difference between the control and the reading strategy instruction group of high proficiency students. The high proficiency students approached reading systematically and evaluated that their reading ability had improved after the reading strategy instruction. Lastly, as for the attitude toward English reading, the portfolio group showed more positive responses than the strategy instruction-only group. They perceived that there were advances in their reading ability, interest in reading and the use of reading strategies. As the answers to the questionnaire taken by the students of the portfolio group show, the best part of reading portfolios enabled them to read actively and to control their reading process.
Abstract
The study investigates the impact of reading strategy instruction and reading portfolios on the reading ability and the affective aspects of Korean high school English learners. A total of 191 high school students participated in the study over a 12-week period. The students were divided into three groups: The control group taught according to the normal curriculum, the reading strategy instruction group using worksheets, and the reading portfolio group using portfolios after the same reading strategy instruction. The results of the study indicate that there was a statistically significant difference between the control and the reading strategy instruction group. This proves the positive effects of strategy instruction on students' reading proficiency through activities promoting students' use of reading strategies. Further, there was a significant difference between the control and the reading strategy instruction group of high proficiency students. The high proficiency students approached reading systematically and evaluated that their reading ability had improved after the reading strategy instruction. Lastly, as for the attitude toward English reading, the portfolio group showed more positive responses than the strategy instruction-only group. They perceived that there were advances in their reading ability, interest in reading and the use of reading strategies. As the answers to the questionnaire taken by the students of the portfolio group show, the best part of reading portfolios enabled them to read actively and to control their reading process.
참고문헌 (35)
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