The Effect of Repeated Reading on Speaking and Writing of Adult EFL Learners
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Repeated reading is a procedure that involves reading a same reading material multiple times. Although there are many studies on repeated reading in relation to L1 acquisition, L2 research on repeated reading seems hard to find or has unclear findings. This study is conducted in order to find out what effect repeated reading aloud has on speaking and writing of adult EFL students. For this purpose of the study, three theoretical backgrounds, i.e., reading aloud, repeated reading, and teaching adult EFL students, were studied. Ten adult participants were given a text each week and read it three times a week for two months, a total of 50 sessions. The reading materials in the second month were longer than the ones of the first month. The students took a pre-test and a post-test so that the researcher could compare the results. To retain objectivity, the tests were marked by three native speakers of English with analytical assessment rubrics for each speaking and writing. The findings indicate that there were significant improvements in both speaking and writing. These were highlighted especially in the aspects of speaking fluency, interaction and writing organization using difficult sentence structure.
Abstract
Repeated reading is a procedure that involves reading a same reading material multiple times. Although there are many studies on repeated reading in relation to L1 acquisition, L2 research on repeated reading seems hard to find or has unclear findings. This study is conducted in order to find out what effect repeated reading aloud has on speaking and writing of adult EFL students. For this purpose of the study, three theoretical backgrounds, i.e., reading aloud, repeated reading, and teaching adult EFL students, were studied. Ten adult participants were given a text each week and read it three times a week for two months, a total of 50 sessions. The reading materials in the second month were longer than the ones of the first month. The students took a pre-test and a post-test so that the researcher could compare the results. To retain objectivity, the tests were marked by three native speakers of English with analytical assessment rubrics for each speaking and writing. The findings indicate that there were significant improvements in both speaking and writing. These were highlighted especially in the aspects of speaking fluency, interaction and writing organization using difficult sentence structure.
참고문헌 (30)
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