중학교 영어 학습자의 영어 읽기 이해 능력 향상을 위한 그림 제시 유형 비교 연구

This study was planned to examine the English reading comprehension performance of Korean EFL middle school learners with different types of pictures. The participants in this study were 357 middle school learners who were divided into four groups: three experimental groups (context-related pictures, content-related pictures, and context-and content-related pictures) and a control group (no pictures). The pre-test and post-test were administered to compare the four groups' English reading comprehension performance, but the questionnaires composed of yes-no questions and an open-ended question were administered only to three experimental groups. The purpose was to elicit Korean EFL middle school learners' responses and additional opinions about providing pictures on English reading comprehension tests. Findings indicate that both groups of the content-related pictures and the context-and content-related pictures performed significantly better than the other groups. Surprisingly, the context-related pictures had no significant effect on the group's English reading comprehension. Moreover, the result of this study coincided findings from participants' responses and opinions expressed on the questionnaires. More detailed results, discussions, and pedagogical implications of the findings are given for English teachers and potential research.