대학 신입생 학업역량 강화를 위한 비교과 프로그램에서 영어 기초 독해 수업의 효과

This study is to examine how extracurricular English reading program affects the first-year students’ English reading abilities, English reading motivation and reading strategies. 16 university freshmen taking an extracurricular English reading class participated in the study, and 2 sets of questionnaires and an English reading test were administered. For the purpose of the study, four research questions were set as follows: 1) What are the changes in the students’ English reading abilities? 2) What are the changes in English reading motivation after finishing the class? 3) What are the changes in their English reading strategies after finishing the class? It was found that there was significant difference in English reading abilities between before and after the class. Regarding the second and third research questions, there were 8 significant differences in English reading motivation items, and Reading Efficacy, Importance of English Reading and Integrative Orientation domains had a significant difference. As for reading strategies, 8 items had significant differences and Global Reading Strategies and Support Reading strategies domains had a significant difference. In the light of the findings, some pedagogical implications and some future directions for research will be suggested.