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.

The aim of this study is to explore the relationships between EFL learners’ reading motivation, proficiency, and strategy use. Fifty-seven students at a Korean university participated in the study. Two self-report questionnaires and a reading comprehension test were used to measure the learners’ motivation to for reading in English, reading proficiency, and reading strategy use. No significant correlation was found between reading motivation and reading strategy use or between reading motivation and reading proficiency. However, students’ performance on the test was positively related to their reported reading strategy use, showing a moderate correlation. In addition, the study found that although proficient students and less proficient students used almost the same kinds of strategies to support their reading comprehension, more proficient students used strategies more frequently than less proficient students.

다양한 기능이나 영역을 통합하여 학습하는 의미로 해석되고 교육계에 화두로 등장한 융합교육에 대하여 바르게 이해하고 수업에 적용하려는 생각으로 국어과 수업에서 융합적 활동으로 학습효과를 올리는 방법을 제시하고자 하였다. 국어과에서의 융합은 듣기, 말하기, 읽기, 글쓰기가 단위 시간 안에 다양하게 시도하는 것을 의미한다. 이야기를 노래로 만들어 부르고, 미술과 융합하여 배경과 연극 소도구를 만들어 상황극이나 역할극, 무언극 등을 하는 등 많은 활동을 하는 과정에서 창의적 표현능력을 기를 수 있었다. 창의적인 대사를 만들고 감상문이나 다짐문, 일기, 편지글을 쓰는 과정에서 인성이나 진로지도도할 수 있었다. 이처럼 여러 교과와 융합을 이루며 다양한 활동과 통합을 시도한 것은 학생들의 흥미를 유발하였고, 적극적인 참여를 유도하게 되었으며 창의적인 언어사용능력을 신장시키게 되었다.

Many experimental studies have reported the effects of strategy instruction (SI) on reading comprehension in Korea, but the reported results are not conclusive. This metaanalysis study, therefore, aims to provide reliable common effects of SI on Korean learners’ reading comprehension. The study also aims to investigate how context (institution, L2 proficiency, gender) and treatment variables (strategy type, numbers of different strategies used, test types) affect the effectiveness of SI on the reading comprehension ability of Korean L2 learners. Through a comprehensive search, 37 primary studies were selected and 45 samples were coded into CMA software to calculate effect sizes by computing Heges’ g. The results of this meta-analysis showed a moderate effect of SI on reading comprehension (ES=.58). All moderating variables except L2 proficiency and gender had a statistically significant moderating effect with medium to large effect sizes for 7 variables and small effect sizes for 4 variables. Findings and pedagogical and research implications are discussed.

This case study explored how formal reading instruction and perceived self-efficacy in English contribute to Korean EFL learners' reading strategy development and reading pract ices. The data were collected from indi vidual interviews with four Korean college students. The fmdings revealed that English reading instruction was teacher-centered and the students spent a lot of time learning and practicing test-taking skills to achieve higher scores in English tests such as CSAT and TOEIC. On the whole, the students revealed negative attitudes such as having low confi dence as English readers and fee ling afraid while reading in English. At the same time, however, they had a strong instrumental motivation for reading in English, achieving a higher score on the high stake exams. Regarding reading strategy instruction and development, very few English teachers seemed to introduce and implement reading strategy instruction in the class. Despite this, the students struggled to develop their own reading strategies according to the type of English reading comprehension instruction that they received. Pedagogical implications and action based recommendations for English educators are suggested.

Substantial studies on the relationships between reading comprehension and reading strategy use of ESL/EFL learners have been reported. However, the results of the studies were inconsistent and hardly conclusive. This study was purposed to show stable estimates of the relationships and also to investigate whether certain variables, such as language context, L1 or native culture, grade level, measure for reading comprehension, and research design, make differences in the relationships. In order to fulfill thc purpose, the present study meta-analyzed 18 unique studies previously conducted on thc relationships. This meta-analysis showed that there was a significant positive conducted between reading comprehension and reading strategy use of the ESL/EFL learners, and the correlation was medium. Of the moderating variables examined. thc four variables. except for thc research desi후 made a statistically significant difference in the relationships. The findings are discussed and implications for research and pedagogy are suggested. (146)

The study investigated the effects of text, task, and L2 reading ability on Korean college students’ English reading strategy use. The participants performed Word Translation, Theme Summarization, and Question Generation tasks while reading either narrative or expository passages. The strategy use was examined through a questionnaire and thinkaloud protocols. When investigated by the questionnaire, the students’ strategy use patterns were not very different between the two text type groups and between the two L2 reading ability groups. The task type seemed to affect the strategy use to some degree, but the difference was not extensive. Overall, a few particular strategies were used very often regardless of the text type, the task type and L2 reading ability. The results of the verbal protocols suggested that the task types affected the strategy use to some degree, but the influence was limited as was shown in the results of the questionnaire. Based on the findings of the study, pedagogical implications were presented.

The goal of this study was to explore foreign language learner anxiety and strategy use associated with English listening and reading. For the purpose of the study, 98 high school freshmen took the test designed to measure their listening and reading comprehension. The participants were also asked to respond to the questionnaire items constructed to measure their anxiety and strategy use in English listening and reading. For data analysis, correlation and multiple regression analyses were performed. The study found that the students’ listening and reading anxiety showed strong, inverse correlations with their listening and reading proficiency. The students’ listening and reading skills were found to be more influenced by anxiety than by strategy use. The findings of the study are presented and discussed in more detail. The pedagogical implications of the findings are also discussed, along with some suggestions for future research.

The primary objective of this study was to explore the relationship between L2 reading motivation and L2 reading strategy use. 283 Chinese college EFL students participated in this study. They answered a questionnaire with 65 items that measured the three constructs of reading motivation, reading strategy use and their self-perceived reading proficiency. Confirmatory factor analyses were applied to check the validity of each construct. Based on their motivation scores, the subjects were divided into different clusters; 22.6% of the subjects to the most highly motivated cluster; 34.4% to the moderately motivated cluster; 43.1% to the least motivated cluster. Discriminant analysis showed that such variables as advanced comprehension strategies, repetition and comprehension enhancing strategies were statistically significant variables that distinguished the three groups from each other. These results imply that EFL learners may be instructed to be aware of the importance of L2 reading motivation and L2 reading strategies for improving their L2 reading proficiency.

본 연구는 토익중심의 영어 읽기 수업에서 상호적 읽기 (reciprocal reading) 방법이 학습자의 읽기전략 상위인지 자각 (metacognitive awareness of reading strategies: MARS) 변화, 읽기이 해 및 어휘 학습에 미치는 효과를 해석 위주의 읽기 (translation-based reading) 방법과 비교하 였다. 연구 참여자는 공인 토익 읽기점수 중급 정도 수준의 (495점 만점에 220-280) 54명의 학습 자들로, 상호적 읽기 방법과 해석위주의 읽기 방법, 두 그룹으로 나뉘어 연구에 참여하였다. 읽기 전략 상위인지자각과 전략 사용 변화를 알기 위해 고안된 MARS 목록 질문지를 사용하여 사전 및 사후 반응을, 읽기이해 성과는 읽기 활동 바로 후, 내용의 의미와 관련된 사지 선다형 문제에 대한 이해점수를, 그리고 어휘 학습에 대한 효과는 사전 테스트를 통해 얻어진 14개의 목표어를 읽기 활동 후 즉각적인 사후테스트와 1주 후의 지연된 테스트를 통한 점수를 비교하였다. 결과 분석에 의하면 해석위주의 읽기 방법과는 달리, 상호적 읽기 방법이 읽기 전략 상위인지자각 및 전략사용, 읽기이해, 그리고 단기 및 장기 어휘기억에 현저한 효과를 나타냈다. 이는 상호적 읽기 에 포함되는 네 가지 활동, 즉 내용 추리하기 (predicting), 명확히 하기 (clarifying), 질문하기 (questioning), 그리고 요약하기 (summarizing), 등을 통하여 그룹안의 보다 능숙한 동료들 및 선 생님과의 상호 작용과 피드백을 얻으며 효과적인 읽기전략, 내용이해 및 어휘 학습을 위한 스케 폴딩 (scaffolding)이 형성된 것으로 보인다.

This study aims to investigate the relationship between metacognitive awareness and the use of reading strategies in L1 and L2 reading depending on the participants' L2 reading proficiency. A total of 167 Korean EFL university students participated in this study. They responded to questionnaires asking about their metacognitive reading strategies in their L1 and L2 reading for academic purposes. The findings showed that (a) there were positive relationship between L1 reading and L2 reading in terms of their use of metacognitive reading strategies, and (b) significant differences were found in the use of strategies in L1 vs. L2 reading in terms of L2 reading proficiency: L1 and L2 global strategy use in the high proficiency group, L1 and L2 support strategy use in the high, intermediate, and low proficiency groups, and overall L1 and L2 metacognitive reading strategy use in the intermediate proficiency group. There were no significant differences in L1 and L2 problem-solving strategy use in all three proficiency groups. The most influential factor in predicting overall use of L2 metacognitive reading strategies was found to be L1 global strategy use. Pedagogical implications for strategy-based reading instruction were suggested.

본 연구는 교사와 유아의 그림책 함께 읽기 활동을 통해 나타난 유아들의 언어적 반응 및 이야기 이해 전략의 변화·전개 과정을 심층적으로 분석하였다. 이를 위해 관찰일지와 비디오 녹화 및 녹음의 3가지 방법을 통해 자료를 수집한 후 질적으로 분석하였다. 연구 결과 첫째, 유아들의 언어적 반응이 초기에는 구성요소에 초점을 두고 반응하였으나 후기에는 그림책을 하나의 문학작품으로 보고 접근하는 반응들이 나타났다. 둘째, 유아들은 이야기를 이해하기 위해 다양한 이해전략을 사용하는 것으로 나타났다. 셋째, 그림책 함께 읽기 활동이 문학적 경험의 기회를 제공하고 언어적 반응 및 이야기 이해 전략의 변화에 영향을 주는 것으로 나타났다. 넷째, 그림책을 읽는 과정에서 그림의 의미나 분위기가 유아에게 본문과 더불어 중요한 정보를 제공하는 것으로 나타났다.