소리내어 읽기 과제가 대학생의 토익듣기 이해력과 읽기 이해력에 미친 효과
The Effects of Using Reading Aloud on College Students’ TOEIC Listening Comprehension and Reading Comprehension
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The aim of this study is to investigate the effects of Reading Aloud on listening comprehension and reading comprehension in TOEIC. Eighty-four participants were divided into a listening-focused group and a reading-focused group. Both groups were asked to submit five Reading Aloud recording files. The listening-focused group was limited to the assignment from only part four in TOEIC. The reading-focused group was also confined to the assignment from only short passages in part seven in TOEIC. Each group was classified into two subgroups according to the number of submitted assignments. Students who submitted four or five assignments were grouped as a high level; students who completed less than three assignments, including no assignments, were counted as a low level. While both the listening-focused and reading-focused groups improved in their targeted comprehension area, the effect of Reading Aloud was greater on listening comprehension and it was statistically significant. Therefore, using Reading Aloud assignments can be a useful teaching method for enhancing students' listening and reading abilities. In addition, an mp3 file for part seven in TOEIC was needed to develop students' reading comprehension and it could be considered for further research.
Abstract
The aim of this study is to investigate the effects of Reading Aloud on listening comprehension and reading comprehension in TOEIC. Eighty-four participants were divided into a listening-focused group and a reading-focused group. Both groups were asked to submit five Reading Aloud recording files. The listening-focused group was limited to the assignment from only part four in TOEIC. The reading-focused group was also confined to the assignment from only short passages in part seven in TOEIC. Each group was classified into two subgroups according to the number of submitted assignments. Students who submitted four or five assignments were grouped as a high level; students who completed less than three assignments, including no assignments, were counted as a low level. While both the listening-focused and reading-focused groups improved in their targeted comprehension area, the effect of Reading Aloud was greater on listening comprehension and it was statistically significant. Therefore, using Reading Aloud assignments can be a useful teaching method for enhancing students' listening and reading abilities. In addition, an mp3 file for part seven in TOEIC was needed to develop students' reading comprehension and it could be considered for further research.
참고문헌 (15)
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