Please use this identifier to cite or link to this item:

Integrated reading and writing: A case of Korean English language learners

File Size Format  
27 2 10125 66886 cho.pdf 257.62 kB Adobe PDF View/Open

Item Summary

Title:Integrated reading and writing: A case of Korean English language learners
Authors:Cho, Hyonsuk
Brutt-Griffler, Janina
Keywords:integrated reading and writing
English language learners
middle school students
perceived needs
teacher challenges
Date Issued:Oct 2015
Publisher:University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Abstract:This study reports Korean English language learners’ perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher’s challenges faced during the instruction. A total of 93 students in a middle school in Korea participated in a needs survey, and 69 students at three proficiency levels received the integrated instruction. The study found that students desired extra help on their writing to gain balanced English competence; also they wanted to learn reading and writing together. After the intervention, students at intermediate and advanced levels showed significant improvement on the integrated reading and writing test; however, no improvement was found at the beginning level regarding both experimental and control groups. Yet, the scores on multiple-choice reading test at all levels failed to significantly improve.
Appears in Collections: Volume 27, No. 2 Special Issue: Connections between Second Language Reading and Writing

Please email if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.