Pedagogical implications of reading-writing practice on writing in L2.
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The study attempts to explore the extent to which the integration of reading–writing practicecontributes to writing improvement in L2. Eighty-four ESL students attending a university in theU.S. participated. The students were randomly assigned to two groups: A control group,following traditional writing instruction in a regular writing class, and a treatment group,incorporating reading-writing practice into a regular writing class. Across one academicsemester, while the control group mainly focused on writing instructions and practices, thetreatment group read books of their choice inside and outside the classroom and completedwriting practices connected to reading. For data analysis, timed essay tests were administered atthe beginning and end of the semester to assess writing improvements. The study found thatthose who regularly participated in reading-writing practices significantly improved their overallwriting ability more than the students who only focused on writing practice. Word total alsoshowed that the treatment group produced many more words than the control group. The resultsof this study suggest that the integration of reading and writing is more beneficial to students’writing development than merely focusing on writing instructions limited to the textbook.
Abstract
The study attempts to explore the extent to which the integration of reading–writing practicecontributes to writing improvement in L2. Eighty-four ESL students attending a university in theU.S. participated. The students were randomly assigned to two groups: A control group,following traditional writing instruction in a regular writing class, and a treatment group,incorporating reading-writing practice into a regular writing class. Across one academicsemester, while the control group mainly focused on writing instructions and practices, thetreatment group read books of their choice inside and outside the classroom and completedwriting practices connected to reading. For data analysis, timed essay tests were administered atthe beginning and end of the semester to assess writing improvements. The study found thatthose who regularly participated in reading-writing practices significantly improved their overallwriting ability more than the students who only focused on writing practice. Word total alsoshowed that the treatment group produced many more words than the control group. The resultsof this study suggest that the integration of reading and writing is more beneficial to students’writing development than merely focusing on writing instructions limited to the textbook.
참고문헌 (38)
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