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.

This present study borrows the framework of action research as a tool for improving the quality of instruction in a university reading comprehension course by reflecting previous and current teaching practices, by incorporating students’ feedback and preferences, and by intervening students’ beliefs and strategy use. In doing so, the study examines the potential effects and problems of strategy-based instruction in the reading comprehension tasks that integrate TETE in collaborative, task-based learning environment. The students were assigned to the training of two different types of strategies in terms of language processing: paraphrasing vs. translation strategies in a TETE class. A total of 107 students from two reading comprehension courses were asked to take a TOEFL and answer a self-report questionnaire both at the beginning and at the end of the semester. While students’ use of metacognitive and cognitive strategies increased significantly, their use of translation strategies and beliefs about translation were persistent to change as the students seemed to regard translation an important tool for reading comprehension. A follow-up interview and course evaluation were also used for triangulating the quantitative findings. It is suggested that the role of L1 in language classes should be revisited and the English-only policy be reconsidered.

본 연구는 스토리텔링의 원리가 문화다양성 수업과 어떻게 연결될 수 있는지를 알아보고 문화다양성 특질에 맞는 수업전략을 개발함으로써 학교 현장의 문화다양성 수업을 개선하여 새로운 문화다양성에 관한 교사용 지도서 개발의 전략과 아이디어를 제공하는데 그 목적이 있다. 이를 위해 스토리텔링과 문화다양성과 관련된 문헌을 고찰하고 스토리텔링 기반 문화다양성 수업전략의 절차와 구성 요소 등을 형성연구를 통하여 개발하였다. 스토리텔링 기반 문화다양성 수업전략은 스토리텔링의 수업설계 원리와 전략을 문화다양성의 CRP(culturally responsive pedagogy) 교수법에 반영하여 개발하였으며, 스토리텔링의 이야기 구성기법을 매개로 CRP의 3단계 교수전략과 문화다양성 교육의 12가지 핵심개념 및 가치들을 연결하였다. 스토리텔링 기반 문화다양성 수업전략의 구체적인 교수전략 및 수업절차는 다음과 같다. 먼저, CRP 1단계 교수전략은 개념분석학습을 통한 문화다양성의 핵심개념 및 가치 분석 활동으로 수업절차는 문제제기-개념정의-사례발견-개념분석-개념적용으로 구성하였다. 다음 CRP 2단계 교수전략은 가치명료화학습을 통한 문화다양성의 정서 및 심리 공감 활동으로 수업절차는 문제파악-선택하기-긍지다지기-행동하기-명료화하기로 구성하였다. 마지막 CRP 3단계 교수전략은 가상체험학습을 통한 문화다양성의 표현 및 실행 경험 활동으로 수업절차는 과제파악-상황제시-활동선택-체험실시-내면화하기로 구성하였다. 또한 각 단계별 수업전략의 특징에 맞춰 이야기 들어가기-이야기 생각하기-이야기 연결하기-이야기 만들기-이야기 공유하기 단계를 스토리텔링 전략에 접목하였다. 본 연구의 스토리텔링 기반 문화다양성 수업전략은 문헌고찰과 형성연구를 통하여 고안되었으므로 본 수업모형의 현장 가능성 및 효과에 대한 실험연구와 조사연구가 후속 연구로 뒤따라야 할 것이다.