earticle

영어

L2 reading comprehension has been the key issue in Korean EFL context as most of the class hours are devoted to EFL reading. There have been various research results which are differentiated according to various factors such as leaner-variables, textual processing, syntactic grammar, and learners’ background knowledge. Despite its widespread uses and researches, empirical evidence suggests that L2 reading comprehension is a predictor of further development of L2 skills in EFL, and the factors affecting L2 reading proficiency are so various that it is not comfortable to apply them for EFL classroom environment. The current study explores what factor affect EFL learners’ reading comprehension by means of survey-based studies on EFL college level students. Experimental interventions will be conducted on EFL college students, which try reading test format to look into what beneficial factors are, affecting L2 reading proficiency in EFL students. The results related to factor analysis and multiple regression analysis are as follow: First, the most significant factor affecting EFL students’ reading proficiency is vocabulary- related knowledge in linguistic knowledge. Second, as non-linguistic knowledge, text processing like glossing skills is somewhat related to EFL students’ reading proficiency.