earticle

영어

The purpose of this paper is to explore the effects of Complementary Reading (CR) in EFL college reading classes. In the experiment, Group A was given CR instruction with word tests as a passive task type and Group B CR with word tests, added by presentations and journals as an active task type. Group A improved more than Group B in reading comprehension, reading speed, and learner attitudes. The statistical analysis of the Post-Speed Test suggested a difference between the two groups, while the Post-Recall Test and the Post-Cloze Test exhibited insignificant difference. Group B’s presentations and journals, the active reading task type, were very effective in developing the learners’ attitudes and reader efficacy. The follow-up study to investigate the sustained effect of CR revealed that students with CR performed better than those without CR in reading tests. Findings from this study suggested several pedagogical implications for effective reading instruction.