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@article{ART002080934},
author={김나연 and Kim， Sung-Yeon},
title={Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes},
journal={Modern English Education},
issn={1598-0782},
year={2016},
volume={17},
number={1},
pages={183-203}

TY - JOUR
AU - 김나연
AU - Kim， Sung-Yeon
TI - Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes
JO - Modern English Education
PY - 2016
VL - 17
IS - 1
PB - The Modern English Education Society
SP - 183
EP - 203
SN - 1598-0782
AB - This study examined the effects of graphic organizers on middle school students’ L2 reading skills, reading strategies, and their attitudes. Two classes of students were divided into an experimental group and a control group. Both groups learned Unit 8 through 10 in their textbooks for eight weeks (a total of 24 sessions). They received reading instruction for Unit 8 (Sessions 4-8), Unit 9 (Sessions 12-16), and Unit 10 (Sessions 20-24). The students in the experimental group performed graphic organizer tasks in their 4th, 12th, and 20th lesson whereas the students in the control group received teacher-led reading instruction, focusing on vocabulary, grammar, and translation. After completing each unit, the students took a reading test related to the reading passage in the unit, and at the end of the study they responded to a set of questionnaires. The two groups were compared in terms of their reading skills, strategies, and affective attitudes. The study found significant differences between the two groups only in learner interest in L2 reading: the graphic organizer group found to be more interested in English reading, compared to the other group.
KW - English reading;graphic organizer;reading skills;reading strategies;attitudes
DO -
UR -
ER -

김나연 and Kim， Sung-Yeon. (2016). Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes. Modern English Education, 17(1), 183-203.

김나연 and Kim， Sung-Yeon. 2016, "Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes", Modern English Education, vol.17, no.1 pp.183-203.

김나연, Kim， Sung-Yeon "Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes" Modern English Education 17.1 pp.183-203 (2016) : 183.

김나연, Kim， Sung-Yeon. Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes. 2016; 17(1), 183-203.

김나연 and Kim， Sung-Yeon. "Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes" Modern English Education 17, no.1 (2016) : 183-203.

김나연; Kim， Sung-Yeon. Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes. Modern English Education, 17(1), 183-203.

김나연; Kim， Sung-Yeon. Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes. Modern English Education. 2016; 17(1) 183-203.

김나연, Kim， Sung-Yeon. Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes. 2016; 17(1), 183-203.

김나연 and Kim， Sung-Yeon. "Using graphic organizers as pre-reading activities: Its effects on Korean middle school students’ reading skills, strategies, and attitudes" Modern English Education 17, no.1 (2016) : 183-203.