This study aims to examine (a) how the difference in the order of instruction (GA: providing global item type first before analytic item type and AG: providing analytic item type first before global item type) on English reading item types can affect the overall reading performance in Korean EFL learners, and (b) how they are influenced by their English proficiency levels (low, intermediate, and high). 180 Korean university EFL learners participated in this study, and they were divided into two groups according to the reading item types. Three reading performance tests (pre-, mid-, final-tests), a questionnaire, and an interview were administered to both groups in order to evaluate the learners’ reading performance and responses to the order of reading strategy instructions. Results showed that AG order was helpful in improving the overall reading performance in Korean university EFL learners. Interestingly, when comparing the results according to English proficiency groups, AG instruction enhanced the overall English reading performance in all of the three English proficiency groups, but each group obtained the results differently. Surprisingly, the questionnaire results and interview also showed that AG order positively influenced the learners’ overall thoughts on English reading.
This study suggested that (a) providing AG instruction is an effective English learning facilitation for Korean EFL learners, and (b) AG instruction should be introduced within the scope of the individual learner’s self-regulated learning capacity for successful reading performance. More detailed results, discussions, and pedagogical implications of the findings are given for English teachers and potential research.

Authors:
Soo-Yoon Kim, Yonsei University, South Korea

About the Presenter(s)
Professor Soo-Yoon Kim is a University Assistant Professor/Lecturer at Yonsei University College of Dentistry in South Korea

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