Revitalizing College English Reading Class through Free Voluntary Reading (FVR)
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참고문헌
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초록
The present study examines the college English Reading Class (ERC) to cultivate Free Voluntary Reading (FVR), which enables learners to read for enjoyment and acquire reading competence spontaneously. Seventy participants were recruited and divided into two groups: traditional ERC only and traditional ERC with FVR. FVR was conducted on the basis of Sustained Silent Reading (SSR), Self-selected Reading (SR),a book presentation, and making reading notes for one semester. For proposing the effect of FVR on ERC, the study adopted pre- and post tests designed to measure learners’ reading competence and affective variables in English learning. In the reading competence test, the questions were extracted from a TOEIC reading comprehension test, which consists of vocabulary finding, grammar use, and text comprehension. In addition, estimating reading speed was appended. In the surveys on affective variables in English learning, the scales of AMTB (Attitudes and Motivation Test Battery) and WTC (Willingness to Communicate) were utilized. In the results, the study suggests that implementing FVR into college ERC proves to be effective in developing reading competence in the aspects of reading comprehension and attitudes/ motivation in English learning, but not in the aspects of reading speed and willingness to communicate in English. (199words)
Abstract
The present study examines the college English Reading Class (ERC) to cultivate Free Voluntary Reading (FVR), which enables learners to read for enjoyment and acquire reading competence spontaneously. Seventy participants were recruited and divided into two groups: traditional ERC only and traditional ERC with FVR. FVR was conducted on the basis of Sustained Silent Reading (SSR), Self-selected Reading (SR),a book presentation, and making reading notes for one semester. For proposing the effect of FVR on ERC, the study adopted pre- and post tests designed to measure learners’ reading competence and affective variables in English learning. In the reading competence test, the questions were extracted from a TOEIC reading comprehension test, which consists of vocabulary finding, grammar use, and text comprehension. In addition, estimating reading speed was appended. In the surveys on affective variables in English learning, the scales of AMTB (Attitudes and Motivation Test Battery) and WTC (Willingness to Communicate) were utilized. In the results, the study suggests that implementing FVR into college ERC proves to be effective in developing reading competence in the aspects of reading comprehension and attitudes/ motivation in English learning, but not in the aspects of reading speed and willingness to communicate in English. (199words)
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