영어 독해 하위권 대학생들을 위한 사고구술 전략과 피드백 연구A Study of Think-aloud Strategy with Feedback on Reading Comprehension for Low-achieving College EFL Readers
- Other Titles
- A Study of Think-aloud Strategy with Feedback on Reading Comprehension for Low-achieving College EFL Readers
- Authors
- 마선미; 어도선
- Issue Date
- 2019
- Publisher
- 한국외국어대학교 외국어교육연구소
- Keywords
- Reading Strategy; Think-aloud; College English; 독해 전략; 사고 구술; 대학 영어
- Citation
- 외국어교육연구, v.33, no.3, pp.27 - 57
- Indexed
- KCI
- Journal Title
- 외국어교육연구
- Volume
- 33
- Number
- 3
- Start Page
- 27
- End Page
- 57
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/69512
- DOI
- 10.16933/sfle.2019.33.3.27
- ISSN
- 1225-4975
- 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.
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Collections - College of Education > Department of English Language Education > 1. Journal Articles
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