대학생들의 문자채팅을 활용한 읽기 전 활동이 영어 읽기 성취도에 미치는 효과
The Effects of English Reading Comprehension between Text-based Chatting and Oral Discussions by College Students
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The purpose of this study was to examine whether the pre-reading discussions that employed text-based chatting would positively affect the reading achievement by college students. For this purpose, this study investigated the effects of text-based chatting relative to those of oral discussions on students’ reading achievement. In addition, topic interest and reading proficiency levels were treated as variables affecting reading achievement. This study further examined the effects of text-based chatting and oral discussions on the reading achievement of global questions. Participants were administered a pretest to diagnose their reading proficiencies and a survey was conducted to identify the learners’ topic interest. The students’ progress was assessed on the basis of their midterm and final exams. The results of the study indicated the following: Pre-reading discussion employing text-based chatting significantly contributed to the reading achievement as compared to oral discussions. However, neither the topic interest nor reading proficiency level resulted in any significant difference in the reading achievement. Similarly, the effects of text-based chatting on the reading achievement of global questions were significantly higher than those of oral discussions. However, the effects of the topic interest on achievement were more salient. Text-based chatting for high interest topics was significantly more effective than oral discussions. No effects of the reading proficiency level were observed.
Abstract
The purpose of this study was to examine whether the pre-reading discussions that employed text-based chatting would positively affect the reading achievement by college students. For this purpose, this study investigated the effects of text-based chatting relative to those of oral discussions on students’ reading achievement. In addition, topic interest and reading proficiency levels were treated as variables affecting reading achievement. This study further examined the effects of text-based chatting and oral discussions on the reading achievement of global questions. Participants were administered a pretest to diagnose their reading proficiencies and a survey was conducted to identify the learners’ topic interest. The students’ progress was assessed on the basis of their midterm and final exams. The results of the study indicated the following: Pre-reading discussion employing text-based chatting significantly contributed to the reading achievement as compared to oral discussions. However, neither the topic interest nor reading proficiency level resulted in any significant difference in the reading achievement. Similarly, the effects of text-based chatting on the reading achievement of global questions were significantly higher than those of oral discussions. However, the effects of the topic interest on achievement were more salient. Text-based chatting for high interest topics was significantly more effective than oral discussions. No effects of the reading proficiency level were observed.
참고문헌 (50)
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