Effects of Story Grammar Strategy on Korean EFL College Students’ Reading Comprehension Competence
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This study examined the effectiveness of Story Grammar instruction to improve EFL college students’ reading competence. 64 participants were randomly selected and then assigned to the experimental (n=32) and control (n=32) groups. While the experimental group was taught using Story Grammar for 12 weeks (2 sessions per week), the control group was taught via regular reading classes. After training, the experimental group students showed a better improvement in reading comprehension test than did the control group. However the results indicated though there was no significant gain at the higher level, a statistically significant difference was noted in the lower level between the experimental and control groups.
Abstract
This study examined the effectiveness of Story Grammar instruction to improve EFL college students’ reading competence. 64 participants were randomly selected and then assigned to the experimental (n=32) and control (n=32) groups. While the experimental group was taught using Story Grammar for 12 weeks (2 sessions per week), the control group was taught via regular reading classes. After training, the experimental group students showed a better improvement in reading comprehension test than did the control group. However the results indicated though there was no significant gain at the higher level, a statistically significant difference was noted in the lower level between the experimental and control groups.
참고문헌 (30)
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