A Case study of online reading activity for Korean Primary Students
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The purpose of this study was to examine the effects of online reading activities to improve reading comprehension skills of Korean primary students. The other purpose was to explore the students' experience on computer-based technology and language learning. This study examined twelve students: ten fifth grade and two six grade students over a period of 11 weeks. The students were required to successfully complete three activities with the online reading program: listening to story, reading aloud, and checking comprehension. In order to monitor and compare learners' psychological changes and academic developments, a pre- and post-test consisting of a short survey and interview were conducted to make comparisons. The results indicated the online reading programs showed positive improvement in students reading competence; especially positive effects on development of reading comprehension. Moreover, the online reading program cultivated independent and self-regulated learning. Thus, the finding suggests that computer-assisted reading activities can potentially maximize second language learners' learning effectiveness and more specifically, reduce learning anxiety by controlling and manipulating learning materials and language at their own pace and linguistic capacity. However, in the future, in order to successfully assist students' language learning further, teachers' role as the professional educator is to develop a more effective reading curriculum including activities which suit the students and their needs.
Abstract
The purpose of this study was to examine the effects of online reading activities to improve reading comprehension skills of Korean primary students. The other purpose was to explore the students' experience on computer-based technology and language learning. This study examined twelve students: ten fifth grade and two six grade students over a period of 11 weeks. The students were required to successfully complete three activities with the online reading program: listening to story, reading aloud, and checking comprehension. In order to monitor and compare learners' psychological changes and academic developments, a pre- and post-test consisting of a short survey and interview were conducted to make comparisons. The results indicated the online reading programs showed positive improvement in students reading competence; especially positive effects on development of reading comprehension. Moreover, the online reading program cultivated independent and self-regulated learning. Thus, the finding suggests that computer-assisted reading activities can potentially maximize second language learners' learning effectiveness and more specifically, reduce learning anxiety by controlling and manipulating learning materials and language at their own pace and linguistic capacity. However, in the future, in order to successfully assist students' language learning further, teachers' role as the professional educator is to develop a more effective reading curriculum including activities which suit the students and their needs.
참고문헌 (40)
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