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The Effect of Extensive Reading on Korean EFL Learners’ Reading Ability

박용효|윤지환
현대영어교육학회 (The Modern English Education Society)|2017.05|현대영어교육 (Modern English Education)|제18권 제2호|pp. 161-182

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참고문헌

키워드

extensive reading/reading comprehension ability다독읽기/읽기 이해 능력

초록

This study investigated the effects of extensive reading (ER) on Korean high school students’ English reading ability. This study also explored how the students perceived ER and ER program activities in school settings. Three high schools that have run different ER programs were recruited for this study. One hundred seventy high school students from the three schools participated in this study. This study mainly employed a quantitative research method; that is, research data included pre- and post-English reading comprehension test scores and survey responses. For the data analysis, a paired-samples t-test, a one-way ANOVA, and a Kruskal-Wallis test were employed. The findings of this study revealed that ER was effective on improving the students’ English reading ability. With respect to school differences, the extensive reading program of E school was statistically significant while the other schools’ ER programs were not. In terms of comparing two different extensive reading programs － an extracurricular-based program and a curriculum-based program － the extracurricular-based extensive reading program was more effective than the curriculum- based extensive reading program in the high school setting. In addition, most of the students showed positive attitudes and motivation toward ER; especially the advanced learners showed the most positive attitudes toward ER followed by the intermediates and beginners. The findings are discussed and implications for pedagogy are suggested.

Abstract

This study investigated the effects of extensive reading (ER) on Korean high school students’ English reading ability. This study also explored how the students perceived ER and ER program activities in school settings. Three high schools that have run different ER programs were recruited for this study. One hundred seventy high school students from the three schools participated in this study. This study mainly employed a quantitative research method; that is, research data included pre- and post-English reading comprehension test scores and survey responses. For the data analysis, a paired-samples t-test, a one-way ANOVA, and a Kruskal-Wallis test were employed. The findings of this study revealed that ER was effective on improving the students’ English reading ability. With respect to school differences, the extensive reading program of E school was statistically significant while the other schools’ ER programs were not. In terms of comparing two different extensive reading programs － an extracurricular-based program and a curriculum-based program － the extracurricular-based extensive reading program was more effective than the curriculum- based extensive reading program in the high school setting. In addition, most of the students showed positive attitudes and motivation toward ER; especially the advanced learners showed the most positive attitudes toward ER followed by the intermediates and beginners. The findings are discussed and implications for pedagogy are suggested.

참고문헌 (28)

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관련 논문AI추천

The Effects of Extensive Reading on Enhancing Vocational High School Students’ L2 Vocabulary & Reading Rates차지은한국영어교육학회 · 영어교육2009 · 제64권 제3호Extensive reading in EFL contexts: How do EFL learners perceive use of extensive reading in Korean university classrooms?김지혜팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제2호Extensive Reading in a Formal English Reading Class전종민한국영어교육학회 · 영어교육2008 · 제63권 제4호확장형 읽기 활동을 적용한 한국어 읽기 교육의 효과 연구김수정, 우형식언어연구교육원 한국어학당 · 외국어로서의 한국어교육2011 · 제36권 A Study on Extensive Reading Using Authentic Books in a University English Reading Class전은영한국교양교육학회 · 교양교육연구2019 · 제13권 제4호Effects of Sustained Silent Reading as an ER Approach on L2 Reading Attitudes in EFL College Classrooms황정희한국영어교과교육학회 · 영어교과교육2018 · 제17권 제3호

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