|
| The Journal of Asia TEFL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Search |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Today |
|
791 |
| Total |
|
3,999,146 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
  Current Issue |
|
|
|
Go List
 |
|
|
| Volume 21 Number 2, Spring 2024, Pages 270-519 |
|
|
|
| |
Transitional Patterns in L2 Reading-Related Abilities of Distinct Subgroups of EFL Korean Vocational High School Students: A Latent Transition Analysis
|
|
| |
Giin Lee & Byungmin Lee
|
|
The primary objectives of the present study were to discern the transitional patterns of L2 reading comprehension abilities exhibited by diverse profiles of EFL Korean vocational high school students, using a person-centered analytical approach. Employing latent transition analysis, four distinct profiles were enumerated, with subsequent exploration focusing on their shifts based on those profiles throughout three months of online one-on-one intervention. The findings unveiled heterogeneity with the group of students ostensibly similar levels of English proficiency. Furthermore, different transitional patterns across the identified profiles served to accentuate the nuanced progress achieved over the intervention duration. This illustrates possible improvements of relatively lower-level students to higher levels within a short period. These results, altogether, highlight the imperative for tailored instruction and more specific and evidence-based standards to guide students and teachers in L2 English learning and pedagogical practices.
Keywords: L2 reading-related abilities, latent profile analysis, latent transition analysis, person-centered analysis, EFL vocational high school students, online one-on-one English tutoring program |
|
|
|
|
|
The Journal of Asia TEFL
