English has become one of the most important languages to learn in the world due to globalization. However, in Korea, ELL (English Language Learners) students are expected to have the competence of comprehension ability before the expressive ability. In the Korean College Scholastic Ability Test (CSAT), high scores are prioritized with problem-solving and test strategy-focused reading classes, in order to activate a more meaningful and genuine reading education, it is essential to select effective reading strategies and apply them to actual reading.
Among many reading strategies, “Graphic Organizer” can enhance learners’ macro-level reading comprehension and understanding. This research aimed to examine the effect of applying Graphic organizers, tools that can assist in structuring and organizing texts by visualizing the content and information, to the CSAT reading comprehension learning on improving reading comprehension, and changes in the affective domain.
The research results are as follows. First, except for the learner who had the most excellent existing reading proficiency, all others have shown improvement in their reading scores. Secondly, it was also possible to confirm positive changes in the affective domain in terms of reading motivation, reading strategy use, and motivation for English learning.
Recently, the use of artificial intelligence (AI) for language learning has been constantly emerging, especially chat GPT. AI-assisted language learning tool has a significant impact on EFL learners’ English learning achievement, L2 motivation, and self-regulated learning. (Ling Wei, 2023) In the subsequent research, I would like to suggest that utilizing chat GPT strategy-based instruction, such as providing diverse and unique AI-generated texts, constructing graphic organizers by chat GPT for learners to compare their own writing, etc, could lead to a much more advanced approach to self-regulated reading education.
Hyejeong Kang