EFL Learning and Making Meaning of Literacy in the Korean Context한국에서 EFL 학습 및 비판적 문해력의 의미형성
- Other Titles
- 한국에서 EFL 학습 및 비판적 문해력의 의미형성
- Authors
- 정선주
- Issue Date
- Apr-2021
- Publisher
- 학습자중심교과교육학회
- Keywords
- critical literacy; traditional literacy; English as a foreign language; reading and writing; text; 비판적 문해력; 전통적 문해력; 외국어로서의 영어 (EFL); 읽기와 쓰기; 텍스트
- Citation
- 학습자중심교과교육연구, v.21, no.8, pp.511 - 525
- Journal Title
- 학습자중심교과교육연구
- Volume
- 21
- Number
- 8
- Start Page
- 511
- End Page
- 525
- URI
- https://scholarworks.bwise.kr/gachon/handle/2020.sw.gachon/80882
- ISSN
- 1598-2106
- Abstract
- The current study explores how Korean students in an EFL (English as a Foreign Language) reading and writing elective course in a South Korean university perceive the integration of critical literacy with traditional literacy with regards to learning the English language. The study also considers how the instructor may encourage students to see the value of integrating the two. In doing so, the study specifically examines a) how to support reading and writing skills through critical literacy, b) understanding the meaning of critical literacy and students’ perspectives towards critical literacy, and c) ways EFL critical literacy develops through the course. A teacher research method was used to explore students’ standpoint on and the application of critical literacy in the EFL course. Primary data includes the instructor’s teaching logbook and students’ written assignments. Relying on the four paradigms of reading, a code scheme was used to categorize the findings. The findings revealed that students recognize critical literacy as mindful reading, which allowed them to discover embedded meanings in the text and reflect on various points of view. It also assisted in building students’ reading comprehension skills and encouraging them to voice their ideas in writing. Pedagogical suggestions on how to promote critical literacy are discussed
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