고등학생의 영어 읽기 전략, 영어 학습 동기, 영어 읽기 성취도 간의 상관관계 연구

안희선 ( Heesun Ahn ) 한국중등영어교육학회 2010 중등영어교육 Vol.3 No.2

The purpose of this study is to analyze the correlation among English reading strategies, English learning motivation and English reading proficiency of high school students. The summary of the results were as follows. First, reading strategies and learning motivation according to reading proficiency showed high frequency in order of high reading proficiency in all the factors excluding SUP (Support Reading Strategies), PER (Personal Reading Strategies), and extrinsic motivation that didn``t show meaningful differences. Second, in the results of the correlation between learning motivation and reading strategies, reading strategies had correlation with four factors of learning motivation. Third, the effects of learning motivation on reading strategies had the results: GLOB (Global Reading Strategies) was affected by intrinsic, integrative, instrumental motivation in order, PROB (Problem Reading Strategies) by integrative, extrinsic, instrumental motivation in order. Also, the higher integrative and intrinsic motivation were, the higher SUP showed. When it comes to PER, intrinsic motivation greatly affected it followed by integrative and instrumental motivation. Forth, the correlation among reading strategies, learning motivation, and reading proficiency showed that three factors of reading strategies excluding SUP and all the factors of learning motivation were correlated with reading proficiency. In addition, the effects of reading strategies and learning motivation respectively on reading proficiency showed that in reading strategies, the higher GLOB was, the higher reading proficiency was, whereas the higher SUP was, the lower reading proficiency was. In learning motivation, the higher integrative and instrumental motivation were, the higher reading proficiency was. Lastly, the effects of reading strategies and learning on reading proficiency showed that reading proficiency was more affected by reading strategies than learning motivation. GLOB had an effect on reading proficiency followed by SUP, integrative motivation, and intrinsic motivation. Also, the higher SUP and intrinsic motivation were, the lower reading proficiency was.

Motivation to Read in EFL College Classrooms

김경자 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

This study explored factors that motivate Korean college students to read English. It furthermore examined the association between reading motivation and reading proficiency and the effects of gender and preferred reading styles on motivation. A total of 204 students from 7 EFL intact reading classes participated. Motivation was measured by the self-report questionnaire developed based on L1 reading motivation (Wigfield & Guthrie, 1995, 1997) and L2 reading motivation work done by Mori (2002) and Takase (2007). The study identified five factors in students’ motivation: extrinsic motivation, importance of reading, intrinsic motivation, avoidance of reading, and self-efficacy of reading. Students’ strongest motivational component was their perception of usefulness or importance of English reading. Intrinsic motivation was found to be most strongly related to self-assessed English reading proficiency, while avoidance of reading was significantly and negatively associated with reading ability. Some components of female students’ reading motivation were stronger and more positive than males’. Furthermore, students’ motivation to read differed in terms of their preferred reading style, with extensive readers showing higher scores on intrinsic and efficacy factors. These results are in consistent with the claim concerning learning benefits of extensive reading to L2 readers.

Motivation to Read in EFL College Classrooms

Kyung Ja Kim 한국영어어문교육학회 2008 영어어문교육 Vol.14 No.3

  This study explored factors that motivate Korean college students to read English. It furthermore examined the association between reading motivation and reading proficiency and the effects of gender and preferred reading styles on motivation. A total of 204 students from 7 EFL intact reading classes participated. Motivation was measured by the self-report questionnaire developed based on L1 reading motivation (Wigfield & Guthrie, 1995, 1997) and L2 reading motivation work done by Mori (2002) and Takase (2007). The study identified five factors in students" motivation: extrinsic motivation, importance of reading, intrinsic motivation, avoidance of reading, and self-efficacy of reading. Students" strongest motivational component was their perception of usefulness or importance of English reading. Intrinsic motivation was found to be most strongly related to self-assessed English reading proficiency, while avoidance of reading was significantly and negatively associated with reading ability. Some components of female students" reading motivation were stronger and more positive than males". Furthermore, students" motivation to read differed in terms of their preferred reading style, with extensive readers showing higher scores on intrinsic and efficacy factors. These results are in consistent with the claim concerning learning benefits of extensive reading to L2 readers.

다독이 영어읽기 태도 및 동기에 미치는 영향

전종민 ( Jong Min Jeon ) 공군사관학교 2012 空士論文集 Vol.63 No.1

The purpose of the present study is to investigate the influence and the cause of extensive reading on English learners` reading attitude and motivation. For this purpose of the research, a university offered an English reading class with a partial emphasis on extensive reading to 8 freshmen taking English reading course. Data was collected from observation on students` reading experience as well as their opinions through interviews. The results of the present study demonstrate that extensive reading helps English learners build positive reading attitude and plant in them motivation to read in English. Reasons for development of such reading attitude can be attributed to reading approach centered on grasping main ideas on freely chosen books and setting up of the environment and opportunity for independent reading. Motivation of English was improved by interesting reading materials appropriate for learners` English reading level and positive reading attitude. Presented at the conclusion of this study are educational implications of the results and limitations of the study.

다독이 영어읽기 태도 및 동기에 미치는 영향

전종민 ( Jong Min Jeon ) 공군사관학교 2012 군사과학논집 Vol.63 No.1

본 연구의 목적은 다독(extensive reading)이 영어학습자들의 영어읽기 태도와 동기에 미치는 영향과 그 이유를 조사하는 것이다. 이와 같은 연구목적을 위해서 한 대학에서 영어강독 수업을 수강하는 8명의 대학교 1학년 학생들을 대상으로 다독을 부분적으로 활용하는 영어수업을 실시하였다. 연구결과의 분석을 위한 자료의 수집은 학생들의 영어읽기 경험에 대한 관찰과 면접을 통한 학생들의 의견을 통해 이루어졌다. 연구의 결과는 다독이 영어학습자들이 긍정적인 영어읽기 태도를 형성하고, 영어로 된 글을 읽고자 하는 동기를 갖는데 도움이 됨을 보여준다. 또한 긍정적인 영어읽기 태도의 형성 이유는 영어학습자들이 읽기 원하는 책을 자유롭게 선택해서 내용 파악 중심으로 읽도록 하는 읽기 방식과 스스로 책을 읽을 수 있는 기회 및 분위기 조성이었던 것으로 나타났다. 영어 읽기 동기는 주로 흥미 있고, 영어학습자들의 언어수준에 적합한 읽기자료와 긍정적인 읽기태도에 의해 향상되었다. 결론부분에 연구결과를 통해서 도출할 수 있는 교육적 함의와 연구의 제한점이 제시되었다. The purpose of the present study is to investigate the influence and the cause of extensive reading on English learners` reading attitude and motivation. For this purpose of the research, a university offered an English reading class with a partial emphasis on extensive reading to 8 freshmen taking English reading course. Data was collected from observation on students` reading experience as well as their opinions through interviews. The results of the present study demonstrate that extensive reading helps English learners build positive reading attitude and plant in them motivation to read in English. Reasons for development of such reading attitude can be attributed to reading approach centered on grasping main ideas on freely chosen books and setting up of the environment and opportunity for independent reading. Motivation of English was improved by interesting reading materials appropriate for learners` English reading level and positive reading attitude. Presented at the conclusion of this study are educational implications of the results and limitations of the study.

중학교 영어 학습자를 위한 게이미피케이션 기반 영어 읽기 학습 어플리케이션 및 수업 모형 개발

오세민 ( Oh Se-min ),김수연 ( Kim Soo-yoon ) 한국중등영어교육학회 2022 중등영어교육 Vol.15 No.2

This study aims to develop a gamification-based English reading learning application and teaching model for Korean middle school EFL learners to improve their English reading comprehension, motivation, and self-efficacy. This application was designed based on eight elements of game design (points, levels, badges, leaderboards, rewards, progress bars, storylines, and feedback). Each game design element is utilized to (a) improve EFL learners’ motivation and self-efficacy in English reading and (b) promote the use of English reading strategies. The English reading strategies are provided differently according to pre-, while-, and post-reading stages to improve EFL learners’ English reading comprehension. Moreover, this study also suggests how to use this newly developed application effectively in an English reading classroom. This study is meaningful in that it systematically not only presents an innovative method for Korean EFL learners’ English reading comprehension, motivation, and self-efficacy but also proposes an English reading teaching model with each English reading strategy through gamification in the field of English teaching and learning. In particular, a gamification-based English reading learning application allows Korean middle school EFL learners to be engaged and motivated in English reading. More detailed discussions and suggestions are given for English teachers and further potential research directions.

공감 능력이 성취동기와 영어 읽기 동기를 매개로영어 읽기 성취도에 미치는 영향

이현정 한국언어과학회 2022 언어과학 Vol.29 No.2

This study aimed to identify the effects of empathy on L2 reading comprehension through the mediated effects of achievement emotions and English reading motivation. Data were collected from 123 college students. Data on students’ characteristics such as empathy, achievement emotions, and English reading motivation were collected using a structured self-reporting questionnaire. Empathy showed a direct effect on English reading motivation and also showed a direct effect on positive achievement emotions and negative achievement emotions. English reading motivation showed a direct effect on English reading comprehension but it was not significantly effective. Positive achievement emotions and negative achievement emotions showed a direct effect on English reading comprehension but it was not significantly effective either. However emotion showed an indirect effect on English reading comprehension and it was significantly effective. The results indicate that it will be effective to develop strategies that can develop students’ empathy to improve L2 reading comprehension.

English Reading Motivation of Korean Middle School Students

최은숙,강문구 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.1

In the Korean EFL context, however, students have not had many opportunities to use English except for the English classroom at public schools or language institutions. English reading becomes more important in order to provide students with the environment where they can be more exposed to English. Seven Korean middle school students participated in this study to find out 1) how they perceived English reading, 2) which motivation was required for better English reading, and 3) how English reading motivation could be effectively stimulated. The findings of this study are as follows. Most of the participants had a difficulty in English reading. Concentrating more on vocabulary and grammar, they spent time more in translating the given texts into Korean than understanding the general meaning. Also, they were forced to read English books for their homework or English exams. In order to concentrate on more reading and to motivate them to read more books, therefore, it is necessary to guide them to select an appropriate book for their own interests. Teachers and parents can play an important role in internally motivating students.

읽기 활동과 동기 분석을 통해 본 효과적인 대학 교양영어 읽기 수업

남은희 현대영어교육학회 2012 현대영어교육 Vol.13 No.1

This study was designed to explore an effective university English reading class concerned with the importance of English reading. For this study, two research questions were raised; 1) What is the reading motivation of students? 2) What are the students’ perceptions of reading activities in relation with interest, usefulness, and supplement demand? The research was implemented for 15 weeks with 63 students. The participants were all freshmen taking English as a compulsory subject. While taking reading classes, they were given 10 activities based on pre-reading, while-reading, and post-reading: Vocabulary Test, Thinking before Reading, Listening to CD, Warm-up Vocabulary, Grammar, Syntactic Analysis, Translation, Group Activities, Quiz for Reading Comprehension, and Let’s Sum-up. At the end of the semester, two kinds of surveys were conducted to find out learners’ motivation and perceptions. The survey for motivation was included 9 categories: Efficacy, Challenge, Curiosity, Involvement, Importance, Grades, Compliance, Avoidance, and Integrative Orientation. The result shows that the subjects have high level of Curiosity, Importance, and Integrative Orientation. In addition, this study reveals that Translation, Vocabulary Test, and Group Activities raise students’ interest. Also, Translation, Vocabulary Test, and Syntactic Analysis are useful to improve their reading proficiency. Besides, Grammar, Syntactic Analysis, Translation are required to fulfill reading skills. Finally, some suggestions are made for an effective English reading class at university.

Motivation for L2 Reading and Its Relationship with Reading Amount in a Korean EFL University Setting

석남희 현대영어교육학회 2024 현대영어교육 Vol.25 No.-

Research on reading development has shown that reading large amounts of text leads to improved reading comprehension. The first and probably most important step is to motivate students to read more; however, there has been little research on the relationship between reading amount and motivation for L2 reading. Thus, the current study aims to explore what constitutes Korean EFL university students’ motivation for reading in English through extensive reading and to further investigate the factors that influence Korean EFL university students’ motivation to read more. A quasiexperimental research design was used, implementing extensive reading in two intact classes of eighty-three students over a 15-week semester. A 4-point Likert scale extensive reading motivation questionnaire was developed and administered to the students at the end of the semester. A factor analysis was used to evaluate the underlying structure of motivation for extensive reading in English. Results generated three factors: L2 reading for academic and future career success, L2 reading for enjoyment, and L2 reading avoidance. To determine which factors would predict reading amount, multiple regression analysis was computed. Results indicated that one predictor variable, L2 reading for academic and future career success, was able to predict the students’ motivation for reading.