A Study on the English Reading Ability and Academic Self-Efficacy of Cooperative Learning
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This study aims to look into how cooperative reading affects English reading ability and academic self-efficacy. In order to implement this study, 40 undergraduate students were chosen majoring in various studies. The participants were divided into high, medium, and low group according to the result of English reading ability evaluation and asked to implement cooperative reading activity for 10 weeks. Pre- and post-reading evaluation and self-efficacy questionnaires were examined. As a result of this study, scores of English reading ability evaluation were raised. The scores of sub-area of grammar and reading comprehension had increased. All groups’ scores had raised, though the improvement in low groups was higher than the rest groups. Additionally, self-efficacy was improved in all three sub-area, and the improvement of confidence was higher than that of task difficulty preference and self-regulation efficacy. Therefore, it was confirmed that cooperative reading is effective in English reading and self-efficacy, and the results provide educational implications that they can be applied as useful teaching methodology to improve English reading skills.
Abstract
This study aims to look into how cooperative reading affects English reading ability and academic self-efficacy. In order to implement this study, 40 undergraduate students were chosen majoring in various studies. The participants were divided into high, medium, and low group according to the result of English reading ability evaluation and asked to implement cooperative reading activity for 10 weeks. Pre- and post-reading evaluation and self-efficacy questionnaires were examined. As a result of this study, scores of English reading ability evaluation were raised. The scores of sub-area of grammar and reading comprehension had increased. All groups’ scores had raised, though the improvement in low groups was higher than the rest groups. Additionally, self-efficacy was improved in all three sub-area, and the improvement of confidence was higher than that of task difficulty preference and self-regulation efficacy. Therefore, it was confirmed that cooperative reading is effective in English reading and self-efficacy, and the results provide educational implications that they can be applied as useful teaching methodology to improve English reading skills.
참고문헌 (38)
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