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영어 읽기 전략 훈련을 위한 플립형 수업의 적용: 학습자 수준별 읽기 성취도 및 전략 사용 측면으로

Applying a Flipped Classroom for English Reading Strategy Training: Focusing on Reading Achievement and Strategy Use by Learners’ Level

김규미
한국영어교과교육학회 (The Korea English Education Society)|2020.02|영어교과교육 (Journal of the Korea English Education Society)|제19권 제1호|pp. 53-75|DOI 10.18649/jkees.2020.19.1.53

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키워드

읽기 전략시험-수행전략플립형 수업영어 수준시험대비reading strategytest-taking strategyflipped classEnglish leveltest-preparation

초록

Reading strategies play a significant role in improving reading comprehension achievement, and therefore, reading strategy training supports different levels of leaners by explicitly teaching and modeling reading strategies. Flipped learning, a instructional method which has developed alongside the rise of educational technology, may be useful for reading strategy training, which delivers lecture on reading strategies through online platforms and uses class time for practicing strategies with student-centered activities. The aim of this study is to examine the effectiveness of flipped reading strategy training for learners representing different levels of reading ability. The participants were 103 university students in TOEIC reading courses and divided into three groups, according to reading proficiency (low-intermediate-high). Pre- and post-tests were used to measure the learners’ reading achievement, and a reading strategy survey was distributed to inquire about their use of strategies. The results showed that 1) the students’ reading ability was significantly improved across all three levels; 2) the students used learner strategies most frequently, test-management strategies next-most-often, and test-wise strategies least of all. Further, there was a significant difference in the use of strategies across the three levels of reading ability. From these findings, the study suggests possibilities for adopting flipped reading strategy training in English reading classes, especially in those engaged in test-preparation classrooms.

Abstract

Reading strategies play a significant role in improving reading comprehension achievement, and therefore, reading strategy training supports different levels of leaners by explicitly teaching and modeling reading strategies. Flipped learning, a instructional method which has developed alongside the rise of educational technology, may be useful for reading strategy training, which delivers lecture on reading strategies through online platforms and uses class time for practicing strategies with student-centered activities. The aim of this study is to examine the effectiveness of flipped reading strategy training for learners representing different levels of reading ability. The participants were 103 university students in TOEIC reading courses and divided into three groups, according to reading proficiency (low-intermediate-high). Pre- and post-tests were used to measure the learners’ reading achievement, and a reading strategy survey was distributed to inquire about their use of strategies. The results showed that 1) the students’ reading ability was significantly improved across all three levels; 2) the students used learner strategies most frequently, test-management strategies next-most-often, and test-wise strategies least of all. Further, there was a significant difference in the use of strategies across the three levels of reading ability. From these findings, the study suggests possibilities for adopting flipped reading strategy training in English reading classes, especially in those engaged in test-preparation classrooms.

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