An Exploratory Case Study of Korean L2 Readers’ Reading Strategy Development and Engagement in Online Reciprocal Teaching Classes
There has been a dearth of research investigating online reading strategy instruction and its impacts on L2 readers’ reading strategy development and engagement with online reading strategy classes, especially in the Korean context. This exploratory case study explores the development of students’ reading strategies, perceptions, and engagement in online reading strategy classes. Thirteen Korean middle school students (15 years old) who learn English as a Foreign Language (EFL) participated in this study. To teach a set of reading strategies, the modified Reciprocal Teaching (RT) procedure was adopted and instructed for five weeks (15 lessons in total). It involved learning and practising five reading strategies (i.e., previewing, predicting, clarifying, questioning, and summarising), followed by a small group discussion. To measure students’ reading strategy usage, the Metacognitive Awareness of Reading Strategy Invention (MARSI) survey was collected before and after the study. In addition, the RT strategies conducted by students during the class were collected at two varying periods to explore improvement. MARSI was analysed by calculating the mean scores of each category and all categories combined, whereas completed RT strategies were measured using a rubric. Results revealed that most students reportedly applied cognitive reading strategies more frequently. They could also gradually learn and develop the RT strategies, although a few students had trouble acquiring the summary strategy. In addition to strategy development, students’ perceptions of online RT classes were explored by conducting an open-response questionnaire and semi-structured interviews. The collected data were analysed by inductive Thematic Analysis (TA). The analysis revealed that students perceived that online reading and online RT classes were effective, while online language learning was distracting. To investigate engagement, the researcher’s notes, video-recordings, transcribed interviews, and open-response questionnaires were collected and analysed by a deductive TA. The analysis found that students whose cognitive reading strategy usage gradually increased actively engaged with online RT classes despite occasional distractions. In contrast, students whose strategy usage dropped or did not change were dynamic in terms of engagement, changing from low engagement to active engagement with online RT classes, thanks to various efforts. The thesis concludes with theoretical and practical implications drawn from the findings.
Online language learning, Reading strategy instruction, Reading strategy development, Online language learning engagement
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