영어 독해 하위권 대학생들을 위한 사고구술 전략과 피드백 연구

Abstract

The purpose of this paper was to investigate the effects of think-aloud strategy with feedback on low-achieving readers in college reading classrooms. Thirty three participants out of 124 students from the four groups were selected as low-achieving readers based on their reading comprehension scores. They were assigned with four groups: a control group, a think-aloud group with no feedback, a think-aloud group with implicit feedback, and a think-aloud group with explicit feedback. For implicit feedback, students’ think-aloud comments were indirectly corrected with specific codes while explicit feedback group received overt correction feedback. After one semester of research with 10 reading articles, low-achieving readers improved their overall scores on the reading comprehension post-test from the use of think-aloud with feedback. However, the overt, direct feedback group performed better than other groups. Although all feedback groups produced less wrong think-aloud statements, the explicit feedback group generated the least number of wrong think-aloud statements. The study sheds some light on the importance of explicit feedback in EFL classes.