온라인 기반 영어 다독 경험 수준에 따른 중학생의 정의적 요인 및 영어 읽기 전략 활용 차이 분석

초록

This study examined differences in affective factors and English reading strategy use among middle school EFL learners according to their level of online extensive reading (ER) experience. A survey was conducted with 134 students, who were categorized into a long-term experience group (over two years), a short-to-mid-term experience group (one month to under two years), and an inexperienced group. Notably, 57.5% of the long-term group had over three years of experience, while 84.0% of the short-to-mid-term group had one to two years, highlighting a clear difference in the duration of ER experience. One-way analysis of variance (ANOVA) was used to compare the three groups. The results showed that both experienced groups exhibited significantly higher confidence, interest, motivation, and positive attitudes toward English reading than the inexperienced group. Regarding reading strategies, the experienced groups demonstrated greater use of Global Reading Strategies, Problem-Solving Strategies, and Support Reading Strategies than the inexperienced group. In particular, the short-to-mid-term group most actively utilized Support Reading Strategies, while the long-term group displayed less reliance on external support and a greater tendency to employ autonomous strategies, such as context-based inference. These findings suggest that online ER is associated with different patterns in affective factors and reading strategy use. Specifically, positive affective changes appear to emerge during the early stages of online ER experience, whereas self-regulated reading strategies tend to develop gradually as experience accumulates. The findings highlight the importance of implementing differentiated ER instruction tailored to learners’ levels of online ER experience.

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