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Integrated reading and writing: A case of Korean English language learners
|Title:||Integrated reading and writing: A case of Korean English language learners|
|Keywords:||integrated reading and writing|
English language learners
middle school students
|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|
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