The present study examines the effects of schema activation and reading strategy use on L2 learners’ reading comprehension, strategy use, motivation, and learner beliefs. The participants consisted of 89 Korean college students, and they were assigned to one of two reading activity groups―schema building or reading strategy instruction―or to a control group. The study employed a background questionnaire, pre-, post-, and delayed English reading comprehension tests, and also pre- and post-reading strategy use, reading motivation, and general learner belief questionnaires. The results indicate that both the schema building and reading strategy task groups showed significant improvements in terms of immediate learning effects, but the reading strategy group showed an added degree of improvement over the schema building and control groups in terms of long-term reading comprehension. Additionally, the two task groups reported positive responses to their own use of reading strategies, motivation, and positive beliefs. Based on the findings, this study suggests pedagogical implications for L2 reading classrooms.

1.INTRODUCTION
2. LITERATURE REVIEW
    2.1. Schema Building Instruction in Reading Comprehension
    2.2. Reading Strategy Instruction in Reading Comprehension
3. METHOD
    3.1. Participants
    3.2. Instruments
    3.3. Procedure
    3.4. Data Analysis
4. RESULTS AND DISCUSSION
    4.1. Different Reading Instruction and Reading Comprehension Performance
    4.2. Different Reading Instruction and Strategy Use, Motivation, and  Learners’ Beliefs
5. CONCLUSION
REFERENCES

• Young Ah(Department of Basis Liberal Arts)
• Jee Hyun Ma(Department of English Education, Chonnam National University) Corresponding author