중학생의 영어읽기이해에 영향을 미치는 변인들 - 구조방정식을 통한 분석
The Structural Equation Modeling Approach to Examine Influencing Variables to Middle School Students’ English Reading Comprehension
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This study examines the effect of reading strategy, self-efficacy, motivation, and previously acquired knowledge on English reading comprehension. The casual relationships among those variables were hypothesized. Data from a sample of 240 middle school students were collected to empirically test the proposed hypotheses in the research model. The structural equation modeling (SEM) approach was used to analyze the casual relationships between variables. The results indicate that four learners variables have a positive impact on English reading comprehension. In particular, reading strategy has a strongest impact on English reading comprehension followed by previously acquired knowledge. Finally, academic and practical implications are discussed based on the study results.
Abstract
This study examines the effect of reading strategy, self-efficacy, motivation, and previously acquired knowledge on English reading comprehension. The casual relationships among those variables were hypothesized. Data from a sample of 240 middle school students were collected to empirically test the proposed hypotheses in the research model. The structural equation modeling (SEM) approach was used to analyze the casual relationships between variables. The results indicate that four learners variables have a positive impact on English reading comprehension. In particular, reading strategy has a strongest impact on English reading comprehension followed by previously acquired knowledge. Finally, academic and practical implications are discussed based on the study results.
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