한국 고등학교 학생들의 영어 읽기전략과 읽기동기

Abstract

Examining Korean High School Students’ English Reading Strategy and Motivation Hae Yeon Jeon Advisor: Kyung Ja Kim. Ph.D. Major in English Language Education Graduate School of Education, Chosun University This research endeavors to investigate the reading strategies employed by high school students in the learning of English, while also analyzing the motivational factors influencing their engagement in English reading. Furthermore, the study examines the correlation between the reading strategies utilized by participants and their motivational factors. To accomplish this, a survey was conducted with a sample of 20 first-year high school students in Goyang City, Gyeonggi Province. Descriptive statistics were subsequently employed to analyze the patterns of reading strategy usage and motivational factors based on the survey results. Bivariate correlation coefficients were then computed to explore the relationship between reading strategies and motivational elements. The summarized outcomes of the research are as follows: high school English learners demonstrated a tendency to employ problem-solving strategies (M=3.54) with the highest frequency among various English reading strategies. Following this, global strategies (M=3.47) were employed, succeeded by support strategies (M=2.99). This inclination is interpreted to be characteristics of the participants, being high school students, prioritizing English reading with a focus on problem-solving activities such as in-school assessments and nationwide standardized tests. Extrinsic motivation (M=3.57) emerged as the most significant influencer on English reading motivation, followed sequentially by considerations of importance (M=3.49), reading self-efficacy (M=3.28), and, lastly, intrinsic motivation (M=3.27). The prominence of extrinsic motivational factors suggests a substantial role, likely attributable to the prevalent emphasis on problem-solving within the context of English reading learning among the participants. An analysis of the correlation between reading strategies and reading motivation revealed that learners with higher levels of intrnsic motivation exhibited diverse usage of global (r=.577), problem-solving (r=.505), and support reading strategies (r=.508). Elevated reading self-efficacy was associated with an increased frequency of employing global (r=.508) and problem-solving strategies (r=.456). Although statistically insignificant, the importance factor in reading motivation exhibited a negative relationship with global (r=-.142) and problem-solving reading strategies (r=-.157), indicating that heightened awareness of the importance of English reading corresponded to a diminished frequency in the employment of global and problem-solving strategies. The underlying cause for these findings may be traced to the participants' basic characteristics. Students with intermediate to lower levels of English proficiency displayed a positive inclination towards recognizing the importance of English reading. However, their relatively infrequent use of reading strategies contributed to the observed outcomes. Based on the study findings, teaching implications and suggestions for the future studies are discussed.