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대학생들의 영어 읽기 동기 및 메타인지 읽기 전략과 영어 읽기 능력과의 관계

Effects of Korean University EFL Learners’ Reading Motivation and Metacognitive Reading Strategies on Reading Achievement

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참고문헌

키워드

주제분류영어와문학

초록

The purpose of this study is to examine the effect of English reading motivation and metacognitive reading strategies on EFL learners' reading achievement in Korean university setting. The results of the questionnaires and test were statistically analyzed based on the frequency analysis, descriptive analysis, factor analysis, correlation analysis and multiple regression analysis. The results were as follows: There was a significant positive correlation between English reading motivation and metacognitive reading strategies. Through this result, the higher intrinsic motivation is, the higher MARSI shows. The effects of English reading motivation and metacognitive reading strategies on English reading achievement showed that general reading strategies had an influence on English reading achievement. Through the results like this, it can be concluded that English reading achievement was more affected by metacognitive reading strategies than English reading motivation.

Abstract

The purpose of this study is to examine the effect of English reading motivation and metacognitive reading strategies on EFL learners' reading achievement in Korean university setting. The results of the questionnaires and test were statistically analyzed based on the frequency analysis, descriptive analysis, factor analysis, correlation analysis and multiple regression analysis. The results were as follows: There was a significant positive correlation between English reading motivation and metacognitive reading strategies. Through this result, the higher intrinsic motivation is, the higher MARSI shows. The effects of English reading motivation and metacognitive reading strategies on English reading achievement showed that general reading strategies had an influence on English reading achievement. Through the results like this, it can be concluded that English reading achievement was more affected by metacognitive reading strategies than English reading motivation.

참고문헌 (28)

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