영어 독해 하위권 대학생들을 위한 사고구술 전략과 피드백 연구
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 마선미 | - |
dc.contributor.author | 어도선 | - |
dc.date.accessioned | 2021-09-01T23:35:16Z | - |
dc.date.available | 2021-09-01T23:35:16Z | - |
dc.date.created | 2021-06-17 | - |
dc.date.issued | 2019 | - |
dc.identifier.issn | 1225-4975 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/69512 | - |
dc.description.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. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | 한국외국어대학교 외국어교육연구소 | - |
dc.title | 영어 독해 하위권 대학생들을 위한 사고구술 전략과 피드백 연구 | - |
dc.title.alternative | A Study of Think-aloud Strategy with Feedback on Reading Comprehension for Low-achieving College EFL Readers | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | 어도선 | - |
dc.identifier.doi | 10.16933/sfle.2019.33.3.27 | - |
dc.identifier.bibliographicCitation | 외국어교육연구, v.33, no.3, pp.27 - 57 | - |
dc.relation.isPartOf | 외국어교육연구 | - |
dc.citation.title | 외국어교육연구 | - |
dc.citation.volume | 33 | - |
dc.citation.number | 3 | - |
dc.citation.startPage | 27 | - |
dc.citation.endPage | 57 | - |
dc.type.rims | ART | - |
dc.identifier.kciid | ART002494051 | - |
dc.description.journalClass | 2 | - |
dc.description.journalRegisteredClass | kci | - |
dc.subject.keywordAuthor | Reading Strategy | - |
dc.subject.keywordAuthor | Think-aloud | - |
dc.subject.keywordAuthor | College English | - |
dc.subject.keywordAuthor | 독해 전략 | - |
dc.subject.keywordAuthor | 사고 구술 | - |
dc.subject.keywordAuthor | 대학 영어 | - |
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