Earticle

초록

영어

The present study investigates the effects of two post-reading activities— summarization and question generation—on the reading comprehension of EFL students in a tertiary education context. A total of 64 students participated over the course of one academic semester. Students in the summarization group were tasked with writing a brief summary after reading an academic text of approximately 500 words, while those in the question-generation group created reading comprehension questions based on the text. Pre- and post-tests were administered to both groups to measure changes in reading proficiency. Results indicated that both groups demonstrated significant improvement over the semester, with the question-generation group showing a slightly higher average gain. Notably, while more proficient students appeared to benefit exclusively from the question-generation activity, less proficient students showed significant improvement from both types of post-reading tasks. Additionally, students in both groups reported that the activities were helpful for understanding and retaining the content and expressions of the reading texts. Based on the findings, the present study provides pedagogical suggestions for incorporating meaning-focused output activities to enhance EFL students’ reading comprehension in EAP contexts.

목차

Abstract
1. Introduction
2. Literature Review
3. Methods
3.1. Participants
3.2. Instruments
3.3. Procedure
3.4. Data Analysis
4. Results and Discussion
6. Conclusion
References

저자

• Jeongyeon Park [ Dong-A University/Professor ]

참고문헌