The Effect of Integrated Reading and Writing Tasks on the English Literacy of Korean EFL Learners
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초록
The purpose of this study is to examine the effect of integrated reading and writing tasks on the development of English literacy in a Korean EFL environment. One experimental and one control group participated in the experiment for a period of 16 weeks. The experimental group received integrated reading and writing tasks while the control group was given reading and writing tasks separately. Both groups took pre- and posttests before and after the instruction. The integrative tasks showed varying results based on a student' proficiency level as well as reading and writing text types. Integrative tasks were more effective for high level students in reading news articles and academic texts and writing argumentative essays and reaction papers. In contrast, both high and low level students benefited from integrative tasks in writing narrative essays and summaries. Therefore, it is suggested that reading and writing tasks should be carefully selected and devised in consideration of students' proficiency level and reading and writing text types.
Abstract
The purpose of this study is to examine the effect of integrated reading and writing tasks on the development of English literacy in a Korean EFL environment. One experimental and one control group participated in the experiment for a period of 16 weeks. The experimental group received integrated reading and writing tasks while the control group was given reading and writing tasks separately. Both groups took pre- and posttests before and after the instruction. The integrative tasks showed varying results based on a student' proficiency level as well as reading and writing text types. Integrative tasks were more effective for high level students in reading news articles and academic texts and writing argumentative essays and reaction papers. In contrast, both high and low level students benefited from integrative tasks in writing narrative essays and summaries. Therefore, it is suggested that reading and writing tasks should be carefully selected and devised in consideration of students' proficiency level and reading and writing text types.
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