The Effect of the Self-questioning Strategy on English Learning for Korean Students
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초록
This study explores the effect of the self-questioning strategy on college students’ English language learning and their perceptions of the use of the strategy. A total of 28 student participants were required to write different types of questions and answers using given question stems based on reading passages. They then asked and answered questions in groups. Students were given a pre-and post-test before and after the intervention and were required to complete a questionnaire after the experiment. The results revealed that the mean score of the post-test was higher than that of the pre-test. This difference in the mean score is statistically significant, implying that the self-questioning strategy is effective in language learning. Furthermore, students reported that they could understand texts better through self-questioning, gained confidence in English language learning, and engaged with texts at a deep level to generate different types of questions. However, some mentioned the difficulty in generating inferential and evaluative questions that are cognitively more demanding. This implies the necessity for a further study focusing on the intervention’s modification to maximize the strategy’s effect on language learning.
Abstract
This study explores the effect of the self-questioning strategy on college students’ English language learning and their perceptions of the use of the strategy. A total of 28 student participants were required to write different types of questions and answers using given question stems based on reading passages. They then asked and answered questions in groups. Students were given a pre-and post-test before and after the intervention and were required to complete a questionnaire after the experiment. The results revealed that the mean score of the post-test was higher than that of the pre-test. This difference in the mean score is statistically significant, implying that the self-questioning strategy is effective in language learning. Furthermore, students reported that they could understand texts better through self-questioning, gained confidence in English language learning, and engaged with texts at a deep level to generate different types of questions. However, some mentioned the difficulty in generating inferential and evaluative questions that are cognitively more demanding. This implies the necessity for a further study focusing on the intervention’s modification to maximize the strategy’s effect on language learning.
참고문헌 (29)
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