국내·외 온라인 K-12 영어 독서 프로그램 비교 분석An examination of K-12 online English reading programs in Korea
- Other Titles
- An examination of K-12 online English reading programs in Korea
- Authors
- 고명희; 정가영
- Issue Date
- 2020
- Publisher
- 한국멀티미디어언어교육학회
- Keywords
- online reading; online L2 reading; online L2 reading program; extensive reading; K-12 reading program
- Citation
- 멀티미디어 언어교육, v.23, no.4, pp.132 - 160
- Journal Title
- 멀티미디어 언어교육
- Volume
- 23
- Number
- 4
- Start Page
- 132
- End Page
- 160
- URI
- https://scholarworks.bwise.kr/sch/handle/2021.sw.sch/3326
- ISSN
- 1229-8107
- Abstract
- The present study compared 20 English reading programs, selected based on how they were used in the Korean EFL context, to prepare for an effective implementation in the near future. These programs were analyzed according to four main factors: reading levels, activities, interactions, and feedback. In the case of reading levels, the majority of the programs used leveling systems not based on objective or subjective leveling methods. This resulted in inconsistent measurements which can cause confusion when learners select books to read. For activities, most were designed to understand the content, stressing receptive language skills. Thus, more emphasis needs to be put on activities to improve learners’ productive skills in order to balance receptive and productive skill enhancement. Concerning interactions, only learner-content interactions were widely utilized. Learner-teacher, as well as learner-learner, interactions were either very limited or almost non-existent. In line with interaction, the feedback analysis also revealed that learner-content feedback was dominant, while other types were severely lacking in the current programs. Implications of the findings were discussed in relation to online English reading education.
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Collections - College of Hyangseol Nanum > Division of Liberal Arts for Core Courses > 1. Journal Articles
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