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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
  • Abbr : MEESO
  • 2012, 13(2), pp.151-178
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

양문정 1 Eun-Joo Lee 1

1이화여자대학교

Accredited

ABSTRACT

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.

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