Korean College Students’ Perceptions on Styles and Strategies-Based Instruction in an EFL Reading Class
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참고문헌
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초록
This study explored how Korean college students perceived themselves as English readers in strategies-based reading instruction. Fifty-nine students were trained in eight strategies. Their reflection notes on the instruction and focus group interview results were collected and analyzed according to theme. Findings show that the participants seldom had opportunities to learn the strategies in their previous academic careers. They perceived that the strategies that they were taught were unfamiliar but useful to them. The instruction helped them not only become more aware of their own ways of reading but also increase awareness of their own reading strategies. They became more self-directed and motivated learners by applying the reading strategies that they learned in their own reading practices. Pedagogical implications are also suggested.
Abstract
This study explored how Korean college students perceived themselves as English readers in strategies-based reading instruction. Fifty-nine students were trained in eight strategies. Their reflection notes on the instruction and focus group interview results were collected and analyzed according to theme. Findings show that the participants seldom had opportunities to learn the strategies in their previous academic careers. They perceived that the strategies that they were taught were unfamiliar but useful to them. The instruction helped them not only become more aware of their own ways of reading but also increase awareness of their own reading strategies. They became more self-directed and motivated learners by applying the reading strategies that they learned in their own reading practices. Pedagogical implications are also suggested.
참고문헌 (39)
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