Korea Business Review

Korea Business Review

Edited by: Hyoung-Goo Kang Print ISSN: 2951-3596 Online ISSN: 2951-360X © THE KOREAN ACADEMIC SOCIETY OF BUSINESS ADMINISTRATION. Frequency: Quarterly (four times per year): February 28, May 31, August 31, and November 30
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Latest Issue Vol. 60, No. 5 2025

Article Info

Designing a Framework for Question Generation for Deep Reading Comprehension: Focus on Q-TARC

Chung Hye Seung Seo Su Hyun

경인교육대학교 광주교육대학교

Korea Business Review 60Vol. 4No. pp.411-439 (2025)

DOI: 10.20880/kler.2025.60.4.411

Abstract

This study aimed to develop the Q-TARC, a systematic questioning framework designed to foster deep reading comprehension, and to explore its pedagogical applicability. Traditionally, questioning in reading instruction has largely focused on eliciting surface-level comprehension of textual content, often guided by hierarchical cognitive-processing models. While such approaches support basic comprehension, they fall short of promoting expansive and profound engagement with texts, particularly in light of increasingly multifaceted understandings of reading. To address this gap, the Q-TARC was developed by integrating four foundational components of reading: Text, Author, Reader, and Context. The framework is organized hierarchically across four levels: Level 1 includes questions that engage solely with the text itself (Q-T); Level 2 combines the text with one additional element—Author, Reader, or Context (Q-T-A, Q-T-R, Q-T-C); Level 3 incorporates two of these elements alongside the text (Q-T-A-R, Q-T-A-C, Q-T-R-C); and Level 4 synthesizes all four components into a single complex inquiry (Q-T-A-R-C). Applying Q-TARC to texts from the 2022 revised Korean language curriculum revealed distinct differences from conventional textbook questions, which primarily emphasize factual recall and alignment with predetermined learning objectives. In contrast, Q-TARC-based questions prompt more holistic and interpretive engagement by situating texts within broader communicative and contextual frameworks. Ultimately, Q-TARC has potential as a pedagogical tool that not only supports students in achieving textual comprehension but also cultivates their capacity as reflective, critical readers capable of applying textual insights to personal growth and real-world problem solving.

Keywords

읽기 교육질문 생성 틀Q-TARC텍스트저자독자맥락

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