Hong-Nam, K. & Szabo, S. (2021). Investigating Reading Strategy Use: Korean University EFL Students in an Intensive English Program. Korea TESOL Journal, 16(2), 3-21.
Abstract: In this study, the researchers explored the metacognitive awareness and reading strategy use of 41 Korean university EFL students attending an intensive English program in Korea. It examined if there were any differences in reading strategy use over the course of the semester as well as differences in reading strategy use by gender and by self-rated English reading proficiency. The study found that Korean EFL students reported using more reading strategies in the pre-test than in the post-test. Problem-solving strategies were the most preferred strategies while support strategies were the least used. Males reported using more strategies than females, although the difference was not statistically significant. Finally, the participants who rated their English reading proficiency as being at the intermediate level reported using more strategies than those students who rated their English reading proficiency at the beginning level, and the difference was statistically significant.
Keywords: metacognition, reading strategies, learning context, EFL, Korean university students
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