The Variation in the Use of Reading Strategies: A Case Study of Two Korean ESL Learners
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The primary purpose of this study was to examine the difference in adaptability between two learners and its relationship to the success of learning in the context of the TOEFL reading class. Interviews with students were conducted to understand the different ways of using reading strategies. Using a case study approach, I explored how two Korean learners revised or reshaped the existing reading strategies over time to get insight into the changing dynamics of the strategy use. The variation in the use of reading strategies was captured by reclassifying the strategies as same, mixed, and new strategies at the end of the tutoring project. As prior studies suggested, a successful learner used a wider range of reading strategies than did a less able learner. However, the changing patterns of the strategy use were quite different across the learners, suggesting the nature of reading strategies that is learner specific. This study shows that the relationship of the strategy use to the success of L2 learning is complex and unpredictable, suggesting an important implication applicable to L2 classroom.
Abstract
The primary purpose of this study was to examine the difference in adaptability between two learners and its relationship to the success of learning in the context of the TOEFL reading class. Interviews with students were conducted to understand the different ways of using reading strategies. Using a case study approach, I explored how two Korean learners revised or reshaped the existing reading strategies over time to get insight into the changing dynamics of the strategy use. The variation in the use of reading strategies was captured by reclassifying the strategies as same, mixed, and new strategies at the end of the tutoring project. As prior studies suggested, a successful learner used a wider range of reading strategies than did a less able learner. However, the changing patterns of the strategy use were quite different across the learners, suggesting the nature of reading strategies that is learner specific. This study shows that the relationship of the strategy use to the success of L2 learning is complex and unpredictable, suggesting an important implication applicable to L2 classroom.