Analysis of EFL Elementary School Students' English Reading Ability Profiles and Their Learning Backgrounds
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참고문헌
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초록
본 연구는 영어를 학습하는 초등학생들의 읽기능력에 영향을 미치는 하위 기술들을 평가하였다. 이에는 비단어와 단어 읽기, 독해 능력, 단어 및 문법 지식, 그리고 읽기이해력이 포함되었다. 한국의 여섯 공립 초등학교에서 307명의 6학년 학생이 참여하였으며 프로파일 분석을 사용하여학생들은 각각 독특한 독해 패턴을 나타내는 다섯 가지 프로파일로 그룹화하였다. 특히 9.1%의학생으로 이루어진 프로파일 1은 기본 해독 및 이해 능력이 부족한 것으로 나타났다. 이 연구는성별, 학년, 도시 거주 여부, 사회경제적 지위, 부모 교육 수준, 영어 책 소유 여부, 추가 교육, 영어에 대한 관심과 같은 사회문화적 요인이 읽기능력에 영향을 미친다는 것을 밝혔으며 영어학습에서 사회문화적 요인과 내재적 동기 부여의 중요한 역할을 시사한다.
Abstract
This study comprehensively evaluated the subskills contributing to English reading ability of EFL elementary school students, including non-word and word reading, reading fluency, word and grammar knowledge, and reading comprehension. The study's participants were 307 6th graders from six public elementary schools in Korea. Using profile analysis, the study classified students into five distinct groups, each with unique patterns of reading proficiency. Profile 1, the lowest level, included 9.1% of students who lacked fundamental decoding and comprehension skills. The study's findings highlighted the influence of various sociocultural factors in an EFL context, such as gender, grade, metropolitan residence, socioeconomic status, parental education, English book ownership, supplementary education, and interest in English, on reading abilities. These findings also underscored the role of sociocultural factors and learners’ motivation in English learning.
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