영어 읽기 전략 지도가 대학생의 읽기·쓰기 통합 과제 수행, 전략 사용 및 태도에 미치는 영향
The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners
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The present study aims to examine the effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of learners. For this study, twenty undergraduate students were divided into two groups: The control group and the reading strategy instruction group. The reading strategy group received the instruction of twelve reading strategies that were used in integrated reading-to-write tasks, whereas the control group received the traditional reading instruction. The results of the study showed that there were statistically significant differences regarding the performances of integrated reading-to-write tasks between the groups. There were significant differences of strategy use between the pre- and posttests of the advanced learners and the intermediate learners. Further, there were significant differences of strategy use between the advanced learners and the intermediate learners in integrated reading-to-write tasks. The pre- and post-survey results showed that the reading strategy instruction had a positive influence on students’ attitudes towards the integrated reading-to-write tasks.
Abstract
The present study aims to examine the effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of learners. For this study, twenty undergraduate students were divided into two groups: The control group and the reading strategy instruction group. The reading strategy group received the instruction of twelve reading strategies that were used in integrated reading-to-write tasks, whereas the control group received the traditional reading instruction. The results of the study showed that there were statistically significant differences regarding the performances of integrated reading-to-write tasks between the groups. There were significant differences of strategy use between the pre- and posttests of the advanced learners and the intermediate learners. Further, there were significant differences of strategy use between the advanced learners and the intermediate learners in integrated reading-to-write tasks. The pre- and post-survey results showed that the reading strategy instruction had a positive influence on students’ attitudes towards the integrated reading-to-write tasks.
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