학업적 자기효능감 수준에 따른 영어읽기전략 사용 및 영어읽기성취도 양상: 학교 급 간 비교를 중심으로

Abstract

This study is designed to investigate Korean middle and high school students’ English reading strategy use and reading achievement in terms of academic self-efficacy level, and to explore the difference of the aspects in terms of school levels. A total of 169 middle and high school students participated in the study. A survey about academic self-efficacy and English reading strategy and a test for measuring the participants’ English reading achievement were administered. The results of the study revealed that there was no significant difference in academic self-efficacy between the two school levels. Furthermore, the students with high academic self-efficacy showed significantly more frequent English reading strategy use than those with low academic self-efficacy, regardless of school levels. Lastly, the students with high academic self-efficacy showed significantly higher reading achievement than those with low academic self-efficacy, regardless of school levels. The findings suggest that enhancing the level of students’ academic self-efficacy likely leads to both more frequent use of English reading strategy and higher English reading achievement.