Reading Strategies in L1 and L2: Comparison of Korean EFL Learners’ Reading Strategy Use

Mie Ae Jung,Nam Hee Kim 현대문법학회 2012 현대문법연구 Vol.68 No.-

This study aims to investigate the relationship between metacognitive awareness and the use of reading strategies in L1 and L2 reading depending on the participants L2 reading proficiency. A total of 167 Korean EFL university students participated in this study. They responded to questionnaires asking about their metacognitive reading strategies in their L1 and L2 reading for academic purposes. The findings showed that (a) there were positive relationship between L1 reading and L2 reading in terms of their use of metacognitive reading strategies, and (b) significant differences were found in the use of strategies in L1 vs. L2 reading in terms of L2 reading proficiency: L1 and L2 global strategy use in the high proficiency group, L1 and L2 support strategy use in the high, intermediate, and low proficiency groups, and overall L1 and L2 metacognitive reading strategy use in the intermediate proficiency group. There were no significant differences in L1 and L2 problem-solving strategy use in all three proficiency groups. The most influential factor in predicting overall use of L2 metacognitive reading strategies was found to be L1 global strategy use. Pedagogical implications for strategy-based reading instruction were suggested.

Interpreting the Linkage among Reading Problems in L1 and L2, Strategy Use in L2 Reading, and L2 Proficiency

신유선 팬코리아영어교육학회 2017 영어교육연구 Vol.29 No.1

The paper examines the relationships among reading problems in L1 and L2, strategy use in L2reading and L2 proficiency. The total of 126 university students participated in this study. Self-assessed survey items were used to measure reading proficiency in L1, Korean and L2,English. Then the Survey of Reading Strategy (SORS) was followed to measure the participants’strategy use during their L2 academic reading. Some of the main reading problems involve slowreading in L2 texts, lack of vocabulary size during reading in L2, and lack of content knowledgein L2 texts. Language proficiency is greatly contributed to L2 reading proficiency, to the extentin which the participants fell below the linguistic threshold. Pedagogical implications andlimitations are discussed.

중학교 학습자들의 모국어 읽기전략, 영어 읽기전략, 영어 읽기능력 사이의 관계 분석

배은실,맹은경 현대영어교육학회 2012 현대영어교육 Vol.13 No.4

The purpose of this study is to investigate the correlation among L1 reading and L2 reading strategy use, and the levels of L2 reading proficiency of Korean middle school students. 143 students from 7th to 8th grade participated in the survey, responding to 5-Likert self assessment questionnaire. The methods of correlation and MANOVA of SPSS ver. 18 were used. The results of the study were as follows: First, there were a strong correlation between L1 and L2 reading strategy use, and a moderate correlation between L2 reading strategy use and the levels of L2 reading proficiency. A positive correlation was shown between the levels of L2 reading proficiency and L1 reading strategy use. Second, the use of L2 reading strategies and the levels of L1 reading proficiency varied according to the levels of students L1 reading strategy use. For example students of the high-level group used more L2 reading strategies than those of the mid-level group; students of the mid-level group used more L2 reading strategies than those of the low-level group whereas only the levels of L2 reading proficiency of the high- and low-level groups could be distinguished from each other. The results of the study imply that the ability of using L1 reading strategy affects the ability of using L2 reading strategy strongly and it also weakly affects the level of L2 reading proficiency.

Interpreting the Linkage among Reading Problems in L1 and L2, Strategy Use in L2 Reading, and L2 Proficiency

Yousun Shin 팬코리아영어교육학회(구 영남영어교육학회) 2017 영어교육연구 Vol.29 No.1

The paper examines the relationships among reading problems in L1 and L2, strategy use in L2 reading and L2 proficiency. The total of 126 university students participated in this study. Self-assessed survey items were used to measure reading proficiency in L1, Korean and L2, English. Then the Survey of Reading Strategy (SORS) was followed to measure the participants’ strategy use during their L2 academic reading. Some of the main reading problems involve slow reading in L2 texts, lack of vocabulary size during reading in L2, and lack of content knowledge in L2 texts. Language proficiency is greatly contributed to L2 reading proficiency, to the extent in which the participants fell below the linguistic threshold. Pedagogical implications and limitations are discussed. (120 words)

Developing a Structural Model of EFL Reading Achievement for Korean High School Students

김경자 한국영어교육학회 2015 ENGLISH TEACHING(영어교육) Vol.70 No.3

The purpose of the study was to investigate the causal relationships among factors affecting L2 reading achievement using a structural equation modeling (SEM) analysis. A total of 327 Korean EFL high school students completed a questionnaire on L2 reading motivation and strategies. The students’ L2 listening and reading comprehension abilities were measured by scores on the practice test for Scholastic Aptitude Test (PSAT) and self-assessed listening and reading proficiency. The study results showed that the students’ L2 reading efficacy, L2 reading strategy use, and L2 listening skills were significant predictors of their L2 reading achievement, while L2 reading motivation showed no significant relation with reading achievement. The nonsignificant path loading between reading motivation and reading achievement implies that reading motivation alone is not sufficient to promote students’ L2 reading proficiency. The final SEM model indicated a relatively strongest contribution of L2 listening ability over L2 reading efficacy and strategy use to L2 reading achievement. Pedagogical implications based on the findings are discussed.

Interplay of Working Memory, Strategy Use, and Task Difficulty in L2 Reading Comprehension

Jeongsoon Joh 아시아영어교육학회 2018 The Journal of Asia TEFL Vol.15 No.4

In pursuit of the precise mechanism by which working memory (WM) functions in second language (L2) reading comprehension (RC), the current study examined whether strategy use or task difficulty influences the role of WM in L2 RC. Eighty Korean adult EFL learners participated, and their WM capacity, RC performance, and strategy use were measured. The variable of task difficulty was operationalized by the relative difficulty of texts on which RC items were based. The results showed that difference in strategy use brought about significant difference in RC performance when the readers with insufficient WM capacity had to comprehend difficult texts, whereas no such difference was found with easier texts or among L2 readers with more WM capacity. These findings not only illustrate intricate interrelationships among WM and other variables in L2 RC, but also provide a noteworthy implication for L2 reading instruction that L2 learners with deficient WM capacity could benefit from active strategy use when faced with a difficult L2 reading task. The compensatory role of strategy and the necessity of remedial strategy training for the learners with limited WM is further implicated for L2 reading classrooms.

L2 읽기에서 상위인지 전략의 역할

정소영 ( So Young Jeong ),엄철주 ( Chul Joo Uhm ) 21세기영어영문학회 2021 영어영문학21 Vol.34 No.1

This study investigated the relationships between meta-cognitive strategies and second language (L2) knowledge on L2 reading ability and analyzed the role of meta-cognitive strategies as ‘self-regulatory mechanism’. A total of 108 third-year middle school students participated in this study, and their meta-cognitive (global, problem-solving, support reading) strategies, L2 knowledge (vocabulary and grammar), and L2 reading ability were analyzed. The results shows that support strategies, problem-solving strategies, and L2 vocabulary knowledge significantly influenced the L2 reading ability in the entire participant group. However, there were differences between the two level groups (higher and lower): In the higher group, support reading strategies had a significant effect on L2 reading, while in the lower group, there were no significant variables, and the higher the support and problem-solving strategies were, the lower the L2 reading ability was. In conclusion, meta-cognitive strategies are an important knowledge resource for L2 reading. Therefore, to promote self-regulated L2 learning ability in middle school, it is necessary to repeat training for automatic use of meta-cognitive strategies based on cognitive knowledge resources necessary for successful L2 reading.

영어 독해과제와 영어 독해전략 선택간의 관련성 조사

김성중(Seung-Jung Kim) 한국중원언어학회 2011 언어학연구 Vol.0 No.21

L2 professionals argue that the use of reading strategies is an important factor in achieving reading fluency. Cognitivists in L2 education claim that the inventory of L2 reading strategies is useful for students to understand and utilize diverse reading strategies. However, sociolinguists reject the claim by arguing that because the choice of strategies will be influenced by characteristics of reading tasks, the inventory is not helpful unless it explains reading tasks. With this background, this study (n =10) was intended to explore the relationship between the choice of L2 reading strategies and reading tasks. For data collection, three methods―a survey with a questionnaire, reading tasks, and oral interviews―were employed. The questionnaire assessed the degrees of the participants’ use of reading strategies. The reading tasks were designed to stimulate the participants to use certain strategies dependent on their perceptions of L2 reading goals. Finally, the interviews aimed to clarify what reading strategies each participant utilized during the tasks. According to the data analysis, it seemed likely that most of the participants chose to use certain strategies according to their perceptions of L2 reading goals. At the end of this study, some suggestions for L2 reading instruction were made.

Metacognitive Awareness of Reading Strategies among a Korean College Students

Hyeson Park 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.2

This paper explores Korean EFL college students' metacognitive awareness of reading strategies in reference to factors that may facilitate strategy use, such as L2 proficiency, L1 reading experience and academic L2 reading experience. A survey questionnaire adapted from the Survey of Reading Strategies (Mokhtari & Sheorey, 2002) with three subscales (i .e. global reading, problem solving, and support reading strategies) was administered to 96 students, 50 upper-class English majors and 46 freshmen. The data analysis revealed the following: 1) The students' overall strategy use was at the upper moderate frequency level, concurring with the results of previous studies in L2 reading (Kweon, 2009; Malcolm, 2009; Zhang & Wu, 2009). 2) Of the three variables, the extent of L1 reading experience had main effects on the use of the overall strategies, the global reading and the support reading strategies, with L2 proficiency exerting a limited effect. 3) L1 translation was a strategy favored by the students with low L2 proficiency but extensive L1 reading experience. The reliance on L1 as the medium of cognitive processes was obvious among the upper-class students, possibly due to their positive experience of utilizing L1 as the language of thought in dealing with academic texts.

Metacognitive Awareness of Reading Strategies among Korean College Students

박혜선 한국영어어문교육학회 2013 영어어문교육 Vol.19 No.2

This paper explores Korean EFL college students’ metacognitive awareness of reading strategies in reference to factors that may facilitate strategy use, such as L2 proficiency, L1 reading experience and academic L2 reading experience. A survey questionnaire adapted from the Survey of Reading Strategies (Mokhtari & Sheorey, 2002) with three subscales (i.e. global reading, problem solving, and support reading strategies) was administered to 96 students, 50 upper-class English majors and 46 freshmen. The data analysis revealed the following: 1) The students’ overall strategy use was at the upper moderate frequency level, concurring with the results of previous studies in L2 reading (Kweon, 2009; Malcolm, 2009; Zhang & Wu, 2009). 2) Of the three variables, the extent of L1 reading experience had main effects on the use of the overall strategies, the global reading and the support reading strategies, with L2 proficiency exerting a limited effect. 3) L1 translation was a strategy favored by the students with low L2 proficiency but extensive L1 reading experience. The reliance on L1 as the medium of cognitive processes was obvious among the upper-class students, possibly due to their positive experience of utilizing L1 as the language of thought in dealing with academic texts.