전자책을 활용한 영어 다독이 고등학교 영어 학습자의 읽기 능력과 속도 및 다독에 대한 태도에 미치는 영향 = Effects of Extensive Reading through E-books on Korean High School Students’ Reading Comprehension, Reading Rate, and Attitude

다국어 초록 (Multilingual Abstract)

This study is to explore the effects of extensive reading of e-book on Korean EFL high school students’ English reading abilities, reading rate and attitudes towards extensive reading, compared to those of paper-book-based extensive reading. Two groups of first grade high school students participated in 12-week extensive reading activities. After the instruction on extensive reading for both groups and on features of e-books for the e-book group including reading while listening, they read books individually, and their reading logs were checked by the English teacher once a week. The comparison of pre- and posttests reveals higher scores of reading ability and faster reading rates for both groups after extensive reading, but for the difference between the two groups, the e-book group showed higher scores in bottom-up reading while the paper-book group showed faster reading rate; yet, no statistically significant differences were observed within and between groups. The e-book and paperbook group had more positive attitudes towards extensive reading after the activities with statistically more positive responses in the affective aspects in both groups and in the executive aspects in the e-book group. The e-book group’s greater willingness to read suggests the positive effects of e-book extensive reading due to its convenience; however, as the results indicated while extensive reading of e-book, with audio file listening, was more helpful in improving bottom-up reading skills, it was not as effective as paper-book extensive reading in enhancing reading rate. This suggests it would be more desirable to selectively choose between paper book and e-book reading with audio file, considering the needs of students.

국문 초록 (Abstract)

전자책을 활용한 영어 다독 활동이 영어 읽기 능력 및 속도와 다독에 대한 태도에 미치는 영향을 종이책 다독 활동과의 비교 분석을 통해 알아보기 위해 고등학교 1학년 두 집단 학생들을 대상으로 12주간 다독 활동을 진행하였다. 두 집단 모두 동일한 도서 목록에서 자유롭게 책을 선택하여 개별적으로 읽고 다독 일지를 작성하였으며 1주일에 한 번씩 교사의 점검을 받았다. 전자책 집단은 전자책의 책 읽어주는 기능을 활용하여 책의 모든 단어를 들으면서 읽었는데, 이는 읽기 과정 및 속도에 영향을 미칠 수 있는 읽기 방식이기에 다독 활동 전후에 상하향식 읽기 능력 및 속도 측정 검사를 실시하여 전자책 다독 활동의 효과를 종이책 다독 활동과 비교 분석하였다. 그 결과 전자책 및 종이책 다독 집단 모두 사후 점수가 높아져 전반적으로 읽기 능력 및 속도가 향상된 것으로 나타났지만 통계적으로 유의미한 변화는 없었고 집단간 유의미한 변화 차이도 없었다. 그러나 종이책 다독 집단은 상향식 읽기 점수가 하락한 반면 전자책 다독 집단은 상향식 읽기 점수가 높아졌으며, 읽기 속도는 종이책 다독 집단의 향상 폭이 더 큰 편이었다. 다독에 대한 정의적 태도를 다독 활동 전후에 인지적, 정의적 및 행동적 영역에서 측정한 후 비교 분석한 결과 모든 영역에서 두 집단 모두 좀 더 긍정적으로 태도가 변화되었는데 특히 정의적 측면에서 유의미하게 태도가 더 긍정적으로 변화되었고 행동적 측면에서는 전자책 집단이 유의미하게 더 긍정적으로 변화되었다. 오디오 파일을 들으면서 책을 읽는 전자책 다독 활동이 상향식 읽기 능력 향상과 다독의 자발성 등의 행동적 태도 측면에서는 유용하지만 읽기 속도를 높이는 데는 종이책 읽기만큼 효과적이지 않다는 연구 결과는 학습자의 필요에 따라 종이책이나 전자책 또는 책 읽어주는 기능을 활용한 전자책 읽기를 선별적으로 사용하는 것이 바람직하다는 것을 시사한다.

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