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The Impact of Extensive Reading and Affective Factors on Achievement in the EFL Writing Classroom

MURPHY ODO DENNIS
과학교육연구소 (Science Education Research Institute)|2020.09|교사교육연구 (Teacher Education Research)|제59권 제3호|pp. 385-398|DOI 10.15812/ter.59.3.202009.385

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키워드

extensive readingsecond language writingreading and writing connectionsreading affect

초록

Although research has begun to provide some insight into the effect of extensive reading (ER) on L2 writing performance, considerably less is known about how affective factors interact with ER and L2 writing. Therefore, an investigation of the relationship between these variables was conducted with university students to establish whether materials that are slightly above or slightly below the students’ L2 reading proficiency level would better support their L2 writing development. A regression analysis was conducted to investigate the influence of three predictors which included amount of reading, readers’ perceived difficulty and enjoyment of the texts on their grades in the same writing class where participants did the ER. Results were that in accordance with previous findings, greater amounts of ER predicted higher writing course grades. As well, more challenging ER material associated with greater writing class grade performance, but learner enjoyment of the ER materials did not relate to their L2 writing grades. These findings suggest that learners should read plenty of more challenging texts although how much they enjoy the texts may not matter as much as was previously believed.

Abstract

Although research has begun to provide some insight into the effect of extensive reading (ER) on L2 writing performance, considerably less is known about how affective factors interact with ER and L2 writing. Therefore, an investigation of the relationship between these variables was conducted with university students to establish whether materials that are slightly above or slightly below the students’ L2 reading proficiency level would better support their L2 writing development. A regression analysis was conducted to investigate the influence of three predictors which included amount of reading, readers’ perceived difficulty and enjoyment of the texts on their grades in the same writing class where participants did the ER. Results were that in accordance with previous findings, greater amounts of ER predicted higher writing course grades. As well, more challenging ER material associated with greater writing class grade performance, but learner enjoyment of the ER materials did not relate to their L2 writing grades. These findings suggest that learners should read plenty of more challenging texts although how much they enjoy the texts may not matter as much as was previously believed.

참고문헌 (62)

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관련 논문AI추천

Good Text in, Good Text out: The Impact of Extensive Reading on Lexical Complexity in Second Language WritingMURPHY ODO DENNIS현대영어교육학회 · 현대영어교육2020 · 제21권 제2호Effects of extensive reading on motivation for reading in English석남희현대영어교육학회 · 현대영어교육2016 · 제17권 제4호Students’ Attitudes Toward Undertaking Writing Activities on Extensive Reading노은석, 박정연아시아테플 · Journal of Asia TEFL2016 · 제13권 제3호L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?김지혜, 전유아한국영어교육학회 · 영어교육2013 · 제68권 제4호Students’ Perception Toward Extensive Reading in ESL Contexts박정연현대영어교육학회 · 현대영어교육2015 · 제16권 제3호Teacher and Student Perceptions of Extensive Reading Activities석남희현대영어교육학회 · 현대영어교육2016 · 제17권 제1호

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