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A Relationship Between Reading Comprehension and Reading Strategy Use: Meta-Analysis
박용효 한국영어교육학회 2010 ENGLISH TEACHING(영어교육) Vol.65 No.3
Substantial studies on the relationships between reading comprehension and reading strategy use of ESL/EFL learners have been reported. However, the results of the studies were inconsistent and hardly conclusive. This study was purposed to show stable estimates of the relationships and also to investigate whether certain variables, such as language context, L1 or native culture, grade level, measure for reading comprehension, and research design, make differences in the relationships. In order to fulfill the purpose, the present study meta-analyzed 18 unique studies previously conducted on the relationships. This meta-analysis showed that there was a significant positive correlation between reading comprehension and reading strategy use of the ESL/EFL learners, and the correlation was medium. Of the moderating variables examined, the four variables except for the research design made a statistically significant difference in the relationships. The findings are discussed and implications for research and pedagogy are suggested.
Variables Influencing Korean College Students’ Strategy Use in Reading English Texts
박용효 팬코리아영어교육학회 2011 영어교육연구 Vol.23 No.3
This study explored what variables influence Korean college students’ strategy use when they read academic texts in English. Academic majors, grade levels, gender, enjoyment of reading English texts, and self-perception of being a proficient English reader were selected to be discussed as primary variables. English reading proficiency was included as a covariate. This study employed a quantitative research methodology. The study used a well developed survey as a main instrument, which is Survey of Reading Strategy (SORS) developed by Mokhtari and Sheorey (2002). One hundred fifteen Korean college students participated in this study. Statistical analyses including Analysis of Covariance (ANCOVA) and Multivariate Analysis of Covariance (MANCOVA) were employed to analyze collected data. The findings of this study were as follows: self-perception of being a proficient English reader was only a significant variable influencing Korean college students’ overall use of reading strategies after controlling for their reading proficiency. Korean college students’ reading proficiency was a significant factor explaining their use of certain reading strategy categories, but it was not significantly related to their overall use of reading strategies.
박용효 한국영어어문교육학회 2010 영어어문교육 Vol.16 No.1
This study was purposed to discuss an educational concept of listening potential in ESL/EFL contexts as a counterpart of the reading potential concept in L1 contexts. As a preliminary condition for the concept of listening potential, this study investigated a relationship between reading and listening proficiency of ESL/EFL learners, focusing on roles of grammar knowledge in reading and listening comprehension. Reading and listening comprehension and grammar knowledge test scores of 231 Korean college students studying at a university in the U.S. were analyzed for this study. This study found that there was a positive correlation between reading proficiency and listening proficiency of Korean ESL college students. Grammar knowledge played significant roles accounting for reading and listening comprehension. Furthermore, this study found a difference between the reading proficiency and the listening proficiency across the stages of language development. However, results of this study did not empirically verify the concept of listening potential.
Korean college students’ reading strategy use to comprehend academic texts in English
박용효 한국응용언어학회 2010 응용 언어학 Vol.26 No.3
This study explored the relationship between the use of reading strategies and reading comprehension ability of Korean college students when they read academic texts in English. This study also examined differences in the use of reading strategies when the students read academic texts versus when they read non-academic texts. One hundred fifteen college students participated in this study. The results indicated that the Korean college students’ reading comprehension ability was to some degree related to their reading strategy use when reading academic texts in English; the higher their reading comprehension ability, the more they used sophisticated reading strategies. The Korean college students used more volume of reading strategies when reading academic texts than when reading non-academic texts; they frequently used some specific reading strategies when reading academic texts, whereas they did not often use these strategies when reading non-academic texts. Based on these findings, instructional implications are discussed.
박용효,한무영 대한상하수도학회 2003 상하수도학회지 Vol.17 No.4
Bubble size is one of the most important parameters affecting DAF (Dissolved-Air-Flotation) process. It is generally known that small bubbles are prefened. However, the fact seems to be based on the particle removal efficiency at contact zone only, without considering separation zone. Besides, the effect of bubble size on the overall DAF process has not been fully investigated yet. Therefore, the effect of bubble size on collision efficiency, collision chances, and surface loading rate is calculated using theoretical models, and the results are discussed in this paper.
『KICE 영어 쓰기 수행평가 지원 프로그램』의현장 적합성 연구: 교사 및 학생 인식 중심으로
박용효 ( Yong Hyo Park ),민호기 ( Ho Ky Min ),김준식 ( Jun Shik Kim ),김연희 ( Youn Hee Kim ) 글로벌영어교육학회(구 호남영어교육학회) 2015 Studies in English education Vol.20 No.3
It has been consistently pointed out that teachers are reluctant to teach and assess English writing skills due to their lack of expertise in item writing and rating. The absence of user-friendly computer software with item writing and rating functions also makes the implementation of writing performance assessments difficult. In response to this need for computer software that can help teachers teach and assess English writing skills, the Korea Institute for Curriculum and Evaluation developed the KICE Writing Assessment Software for High schools (WASH). This study examined the effectiveness of the program focusing on the aspects of instruction, assessment, and functions of the program using in-depth teacher and student interviews. Ten teachers and 27 high school students were interviewed about the use of the WASH in their English class. The results indicate that (1) teachers used the program differently depending on the students’ English proficiency, (2) both teachers and students were satisfied with the program, and (3) some in-house functions of the program needed to be modified to enhance user friendliness. Based on these findings, future directions in the development of teaching, learning, and assessment programs in English writing are discussed.