@article{ART001663669},
author={양문정 and Eun-Joo Lee},
title={The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners},
journal={Modern English Education},
issn={1598-0782},
year={2012},
volume={13},
number={2},
pages={151-178},
doi={}
TY - JOUR
AU - 양문정
AU - Eun-Joo Lee
TI - The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners
JO - Modern English Education
PY - 2012
VL - 13
IS - 2
PB - The Modern English Education Society
SP - 151
EP - 178
SN - 1598-0782
AB - The present study aims to examine the effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of learners. For this study, twenty undergraduate students were divided into two groups: The control group and the reading strategy instruction group. The reading strategy group received the instruction of twelve reading strategies that were used in integrated reading-to-write tasks, whereas the control group received the traditional reading instruction. The results of the study showed that there were statistically significant differences regarding the performances of integrated reading-to-write tasks between the groups. There were significant differences of strategy use between the pre- and posttests of the advanced learners and the intermediate learners. Further, there were significant differences of strategy use between the advanced learners and the intermediate learners in integrated reading-to-write tasks. The pre- and post-survey results showed that the reading strategy instruction had a positive influence on students’ attitudes towards the integrated reading-to-write tasks.
KW - reading strategies;integrated reading-to-write tasks;think-aloud procedure
DO -
ER -
양문정 and Eun-Joo Lee. (2012). The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners. Modern English Education, 13(2), 151-178.
양문정 and Eun-Joo Lee. 2012, "The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners", Modern English Education, vol.13, no.2 pp.151-178. Available from: doi:
양문정, Eun-Joo Lee "The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners" Modern English Education 13.2 pp.151-178 (2012) : 151.
양문정, Eun-Joo Lee. The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners. 2012; 13(2), 151-178. Available from: doi:
양문정 and Eun-Joo Lee. "The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners" Modern English Education 13, no.2 (2012) : 151-178.doi:
양문정; Eun-Joo Lee. The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners. Modern English Education, 13(2), 151-178. doi:
양문정; Eun-Joo Lee. The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners. Modern English Education. 2012; 13(2) 151-178. doi:
양문정, Eun-Joo Lee. The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners. 2012; 13(2), 151-178. Available from: doi:
양문정 and Eun-Joo Lee. "The effects of reading strategy instruction on the performance of integrated reading-to-write tasks, strategy use, and the attitude of Korean college EFL learners" Modern English Education 13, no.2 (2012) : 151-178.doi:
