Inside the digital hagwons: High-stakes reading test preparation in Korea

Aug. 29, 2024, 1:06 p.m.
Dec. 24, 2024, 5:14 p.m.
Dec. 24, 2024, 5:14 p.m.
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Volume 36, No. 1
Kim, Jieun
2024-05-29T00:08:19Z
2024-05-29T00:08:19Z
2024
2024-05-29
High-stakes reading tests significantly influence one’s future success, leading many second language learners to engage in intensive test preparation. This study examines nine TOEFL reading preparation lectures from two popular cram schools, or 학원hagwons, in Korea, with a total duration of five hours and thirty-nine minutes. Test preparation activities were analyzed using Messick’s (1982) types of test preparation and Cohen’s (2022) types of test-taking strategies. The findings indicate that, unlike previous studies on writing test preparation, construct-relevant content such as reading component abilities and reading strategies were predominantly taught. However, vocabulary knowledge was often instructed in isolation from context, with a focus on breadth rather than depth. Test-taking strategies, including reading strategies, test-management strategies, and test-deviousness strategies, were taught both implicitly and explicitly. The potential effects and limitations of instructions within the narrow scope of TOEFL on learners’ long-term development are discussed.
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Article
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Kim, J. (2024). Inside the digital hagwons: High-stakes reading test preparation in Korea. Reading in a Foreign Language, 36(1). 1-21. https://hdl.handle.net/10125/67463
1539-0578
https://hdl.handle.net/10125/67463
1
Reading in a Foreign Language
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
https://creativecommons.org/licenses/by-nc-nd/4.0/
/rfl/item/599
1
Inside the digital hagwons: High-stakes reading test preparation in Korea
Article Text
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