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Korean Journal of General Education 2012;6(2):207-241.
Published online June 30, 2012.
The Effects of Strategic Instruction and Learners’ Reading Strategy Use in General English Class
Ji-Hyun Byun, Sunhee Park
교양영어 읽기전략 훈련의 효과분석
변지현, 박선희
The main aim of the present study is to investigate the effects of strategic instruction and learners’ reading strategy use in the curriculum of general English education. The data were gathered from 97 university students in general English classes at H university in Korea. Throughout the experiment, the participants were given opportunities to learn about various reading strategies via teacher modeling. They were also given chances to practice their learned strategies through peer feedback and group discussion. In order to elicit the effects of strategic instruction and learners’ reading strategy use, midterm and final test scores were yielded as well. According to the result, the participants’ reading scores showed improvement after they were exposed to the strategic instruction. Since students received explicit strategic instruction including modeling, experiencing, practicing, and receiving feedback from peers as well as the instructor, these could be the underlying reasons that can explain students’ increased reading achievement.
Key Words: general English education, strategic instruction, English reading strategies


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