초록 열기/닫기 버튼
This study aims to analyze reading strategies and reading attitudes of elementary school students during online extensive reading. A total of 69 students participated in this study and were divided into two groups: a higher-level group (n = 21) and a lower-level group (n = 21). Both groups were asked to complete surveys concerning their reading strategies and reading attitudes, and take a reading proficiency test. Results showed that there was no significant difference between the higher-level group and the lower-level group in terms of their use of reading strategies. However, a significant difference was observed between two groups regarding anxiety and discomfort. Moreover, male students and female students showed a significant difference in terms of their use of reading strategies. There was a meaningful relationship between reading strategies and the students’ intellectual value regardless of their proficiency level. For the lower-level group in particular, there was also a significant relationship between reading strategies and comfort as well as between reading strategies and anxiety. Based on these findings, an appropriate teaching of reading strategies and the support of interesting activities to lower students’ anxiety can be suggested for a successful online English reading.
키워드열기/닫기 버튼
elementary English learner, online extensive reading, reading strategy, reading attitude
