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Triangulating Think-alouds and Questionnaires in Reading Strategy Assessment: An Exploratory Study
이경랑,Oxford, Rebecca 한국영어교육학회 2007 ENGLISH TEACHING(영어교육) Vol.62 No.3
This study was designed to investigate reading strategies of L2 learners, using a combination of a questionnaire and think-aloud protocols. The participants’ reading strategies were compared to find whether the results of the questionnaire and think-aloud protocols compensate or contradict each other. In addition, it was examined whether the ordering of the two instruments would influence strategy awareness and use and reading comprehension scores. Only the task-specific reading strategies from the questionnaire were employed to read a text, and items such as “skipping” and “adding information” were newly found by think-aloud protocols. Also, the participants were observed to do ineffective behaviors such as “being inflexible” and “mistranslating,” which might not have been discovered when using the questionnaire only. Overall, the questionnaire and think-aloud protocols turned out to be complementary to each other rather than conflicting. The participants’ reading comprehension scores were not influenced by the ordering, however, after a certain task, they were able to reflect on their strategy use more accurately than without or before a task. Thus, if used properly for their own purposes, both instruments are effective to measure students’ reading strategies complementarily.
Kyoung Rang Lee,Rebecca Oxford 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.1
The purpose of this study is to produce greater understanding of Korean vocational students in high schools and colleges, contrasted with their counterparts in traditional schools and universities, in terms of English learning strategy use, attitudes toward English, and English-learning self-image. As expected, vocational high school students, when compared with students in traditional schools, showed impaired English-learning self-image, negative attitudes toward English, and less frequent strategy use. In contrast, vocational college students, most of whom attended traditional high schools before entering vocational post-secondary education, showed positive attitudes toward English and frequent strategy use, similar to traditional university students. However, interestingly, vocational college students seemed to have Englishlearning self-image very similar to that of vocational high school students: impaired English-learning self-image. Self-image and attitudes toward English turned out to be the best predictors of the participants’ strategy use. Korean vocational students have something in common with African-Americans in the U.S. Both groups suffer from low expectations from themselves and from others, including their teachers. Stereotyping is frequent. Low expectations and social prejudice negatively affect their academic performance and their attitudes about themselves as learners. In-depth future research on the influences of social prejudice on vocational students is recommended.