초록 열기/닫기 버튼
Substantial studies on the relationships between reading comprehension and reading strategy use of ESL/EFL learners have been reported. However, the results of the studies were inconsistent and hardly conclusive. This study was purposed to show stable estimates of the relationships and also to investigate whether certain variables, such as language context, L1 or native culture, grade level, measure for reading comprehension, and research design, make differences in the relationships. In order to fulfill the purpose, the present study meta-analyzed 18 unique studies previously conducted on the relationships. This meta-analysis showed that there was a significant positive correlation between reading comprehension and reading strategy use of the ESL/EFL learners, and the correlation was medium. Of the moderating variables examined, the four variables except for the research design made a statistically significant difference in the relationships. The findings are discussed and implications for research and pedagogy are suggested.
