Reading global literature with different grade levels and genders
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The purpose of the present study is to evaluate the effects of reading global literatureon students’ literacy ability and intercultural sensitivity in regard to students’ genderand grade levels, with the same data as in Bae’s (2013) study. This study is a onegrouppretest-posttest design. Participants were 131 Korean students from the 5th to 8thgrades, and they read and studied picture books of global literature for 15 weeks. Therewas no gender difference in the effects of reading global literature on L2 literacyachievement and intercultural sensitivity development, as demonstrated by latent meananalyses. On the other hand, there were some differences in intercultural sensitivityachievement for different grade levels. Only 7th grade students did not show asignificant improvement in intercultural sensitivity, especially the sections on respectfor cultural differences, interaction confidence, and interaction attentiveness. Furthermore, the interaction attentiveness measure of intercultural sensitivity sawstatistically significant improvement in the other three grade levels.
Abstract
The purpose of the present study is to evaluate the effects of reading global literatureon students’ literacy ability and intercultural sensitivity in regard to students’ genderand grade levels, with the same data as in Bae’s (2013) study. This study is a onegrouppretest-posttest design. Participants were 131 Korean students from the 5th to 8thgrades, and they read and studied picture books of global literature for 15 weeks. Therewas no gender difference in the effects of reading global literature on L2 literacyachievement and intercultural sensitivity development, as demonstrated by latent meananalyses. On the other hand, there were some differences in intercultural sensitivityachievement for different grade levels. Only 7th grade students did not show asignificant improvement in intercultural sensitivity, especially the sections on respectfor cultural differences, interaction confidence, and interaction attentiveness. Furthermore, the interaction attentiveness measure of intercultural sensitivity sawstatistically significant improvement in the other three grade levels.
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