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

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dc.contributor.authorCho, Hyonsuk
dc.contributor.authorBrutt-Griffler, Janina
dc.date.accessioned2020-05-22T02:21:58Z
dc.date.available2020-05-22T02:21:58Z
dc.date.issued2015-10
dc.description.abstractThis 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.
dc.identifier.doi10125/66886
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66886
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectintegrated reading and writing
dc.subjectEnglish language learners
dc.subjectmiddle school students
dc.subjectperceived needs
dc.subjectteacher challenges
dc.titleIntegrated reading and writing: A case of Korean English language learners
dc.typeSpecial
dc.type.dcmiText
local.rfl.topicReading Instruction
prism.endingpage261
prism.number2
prism.startingpage242
prism.volume27

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Volume 27, No. 2 Special Issue: Connections between Second Language Reading and Writing