중학교 영어 학습자의 성격 유형에 따른 온라인 읽기 전략 사용에 관한 사례연구

Abstract

The purpose of this case study is to investigate correlation between the use of online English reading strategies and the Myers-Briggs Type Indicated personalities (MBTI) of two Korean middle school students. Through this investigation we can also see how effective the use of different strategies based on personality types has on reading-oriented language skills. The Online Survey of Reading Strategies questionnaire designed by Anderson(2003) was administered to see the correlation between reading strategies and the personality types while reading online passages. The teacher used a reflective journal and conducted semi-structured interviews to follow the students' strategy uses and explore changes in students' perceptions of online reading strategies. The findings are as follows: First, the participants had different preferences on using reading strategies(global reading strategies, problem-solving strategies, support strategies) according to their personality types. Student A with ISTJ personality type used global reading strategies most frequently while Student B with INFP personality type preferred to use problem-solving strategies. Second, according to the participants' reading achievement test results student A(ISTJ) who uses global reading strategies the most showed high range improvement in both vocabulary and reading skills while student B(INFP) who prefer to use problem-solving strategies the most only showed growth in vocabulary skill. Third, based on the interviews, both students showed positive reactions like "It was helpful" and "I'm still using the reading strategies that I've learned" towards using reading strategies. The above results imply that students need to learn reading strategies that suit their personality types for better L2 reading comprehension. If EFL teachers are able to recognize their students' personality features, they can suggest suitable reading strategies to the students that will help them improve their reading skills.