한국 대학생들의 영어독해에 대한 메타인지 인식과 독해전략 사용에 관한 연구

A study on metacognitive awareness and reading strategy use of Korean EFL university students

The present study reports an investigation into Korean EFL university students' metacogntive awareness and reading strategy use according to their English reading proficiency levels. With the use of reading comprehension scores of TOEIC, the students grouped into three levels: low, intermediate, and high. A total of 202 college students responded to a metacognitive awareness questionnaire and an actual reading strategy use questionnaire. The results showed that the students' metacognitive awareness in confidence as a reader, reading difficulties, effective reading strategies, and problem-solving strategies in perceived reading strategy use(problem-solving strategies, global reading strategies, support , reading strategies and local reading strategies) were significantly related to their reading proficiency. The higher level readers showed more confidence as readers and tended to be top-down in their perceptions of effective reading strategies. On the contrary, the lower level readers seemed to struggle more with reading difficulties and tended to be bottom-up in their perceptions of effective reading strategies. And, in terms of awareness of reading strategy use, the high level readers perceived to use problem-solving strategies more frequently than the medium level and the low level readers. The students' metacognitive awareness of reading strategy use appeared to be significantly different from their actual use of the reading strategies. Readers tended to have higher awareness of their readillg strategy use than their actual use of those reading strategies. The results of the study imply that teachers should provide students with an opportunity to raise metacognitive awareness of their reading and reading strategies so that they can be more responsible, strategic and efficient readers for their own reading.