A Study of the Impact of Integrated Reading-Writing Tasks on Korean EFL Students’ Writing Development

• 발행기관: 한국영어어문교육학회
• 저자명: 김명희(Myong hee Kim)
• 간행물 정보: 『영어어문교육』영어어문교육 제22권 제4호, 45~68쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2016.12.30

영문 초록

This study examines the effects of integrated reading-writing tasks (i.e., awareness-raising literacy activity) on Korean EFL college students’ writing development and their perception of the task. During a semester, the students mined linguistic, organizational features of text while reading, shared some features they had noticed during the whole class reporting session, and wrote an essay related to the theme of the text read. Data were collected through pre- and post-tests and interviews. A pre-test and a post-test were administered to the students at the beginning and end of a semester, and the test results were contrasted in terms of overall quality of writing, syntactic complexity, accuracy, and fluency. Analysis of essays on pre- and post-tests revealed that the students made significant improvement in overall writing, accuracy, and fluency, but not in syntactic development. Analysis of interview data showed the students positively perceived the integrated reading-writing tasks in relation to enhanced noticing of linguistic features, more opportunities to use the features, and a use of more diverse expressions in their writing. The overall results of the current study support the effectiveness of the integrative approaches to language instruction. It highlights the significance of well-designed integrated literacy tasks for improving students’ writing performance.

목차

Abstract

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHODOLOGY

Ⅳ. FINDINGS

Ⅴ. DISCUSSION

Ⅵ. CONCLUSION

REFERENCES

키워드

reading and writing integration second language writing reading for writing text mining