Integrated reading and writing: A case of Korean English language learners
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2015-10
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
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27
Number/Issue
2
Starting Page
242
Ending Page
261
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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.
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integrated reading and writing, English language learners, middle school students, perceived needs, teacher challenges
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