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Effect of Repeated Reading on English Reading Fluency and Affective Factors of Korean Middle School Students

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The purpose of this study was to examine the effects of repeated reading on English reading fluency and affective factors in Korean middle school students. The participants were 28 first graders from a boys middle school in Seoul. Repeated reading instruction was provided to the students eight times, 120 minutes as an experimental treatment, and changes in their reading fluency were observed through pre- and post-oral reading tests in four aspects; reading accuracy, oral reading speed, expressiveness, and reading comprehension. Also, before and after the treatment, a questionnaire survey was conducted to observe changes in their affective factors in three aspects: motivation, attitude, and anxiety on learning English. Statistical analysis was conducted through a paired sample t-test. The results showed that the repeated reading treatment had a significant positive effect on decoding accuracy, reading speed, and expressiveness. It was also found that repeated reading significantly improved their motivation and attitude toward learning English. Based on the results, some educational implications on reading instruction were presented in conclusion.

Abstract

The purpose of this study was to examine the effects of repeated reading on English reading fluency and affective factors in Korean middle school students. The participants were 28 first graders from a boys middle school in Seoul. Repeated reading instruction was provided to the students eight times, 120 minutes as an experimental treatment, and changes in their reading fluency were observed through pre- and post-oral reading tests in four aspects; reading accuracy, oral reading speed, expressiveness, and reading comprehension. Also, before and after the treatment, a questionnaire survey was conducted to observe changes in their affective factors in three aspects: motivation, attitude, and anxiety on learning English. Statistical analysis was conducted through a paired sample t-test. The results showed that the repeated reading treatment had a significant positive effect on decoding accuracy, reading speed, and expressiveness. It was also found that repeated reading significantly improved their motivation and attitude toward learning English. Based on the results, some educational implications on reading instruction were presented in conclusion.

참고문헌 (49)

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